natural

sciences
natural PRIMARY

sciences
PRIMARY

4 1 1 Living things
Class Book
2 2
3 3
4 4

Think Do Learn Natural Sciences

is 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 4 includes extensive audio activities and songs, an activity book, and a
complete digital resource pack for both student and teacher.

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

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 natural
sciences 4
Module 1 Living things

3NS4-M1_portadilla-contents.indd 1 03/03/15 15:37

 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: Alison Blair, Jane Cadwallader, 2015

© of the song lyrics: Alison Blair, Jane Cadwallader, 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 licence 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: 978-84-673-9205-0
D.L.: M-8013-2015
Printed in Spain

AUTHORS PHOTOGRAPHS
Alison Blair AGE Fotostock, Jesus G. Reyes, Jorge Montoro, Photaki (p.6: José Luis Pérez Martos), Shutterstock
Jane Cadwallader (p.4: EastVillage Images, p.5: devil79sd, Kampol Taepanich, p.6: gallimaufry, Andrey Pavlov, vvoronov,
Shaiith, Arie v.d. Wolde, ffolas, ALEKSEIStoreg, Wojciech Lisinski, wawritto, p.7: Zhukov, p.8: Philip
SONG LYRICS
Lange, Virunja, Dennis Sabo/, Vilainecrevette, EcoPrint, p.10: purplequeue, Marci Paravia, p.13:
Alison Blair TAGSTOCK1, p.15: Olesya Kuznetsova, Olga Sapegina, Matt Jeppson, In Tune, Jamie Wilson, dioch,
Jane Cadwallader p.18: Natykach Nataliia, LoopAll , p.20: Shaiith, ffolas, ALEKSEIStoreg, wawritto ) and Oxford Archive
COVER DESIGN
ACKNOWLEDGEMENTS
Leire Mayendía
Staff and students at Colegio Castilla, Torrejón de la Calzada
ILLUSTRATIONS
Cover: Carlos Navarro
Interior: Eduardo Fuentes, Esther Gili and Alberto Pieruz Quintana

3NS4-M1_portadilla-contents.indd 2 03/03/15 11:03

 Table of contents
Natural Sciences 4
MODULE 1: Living things

Unit Contents Page

1 Kingdoms The Animal, Plant and Fungi kingdoms 6
Cells 7
The Animal Kingdom: invertebates 8
The Animal Kingdom: vertebrates 10
Food chains 11
The Plant Kingdom 12
Plants and animals living together 14
Let’s work together! 16
Experiment time! 17
Let’s revise! 18

Picture dictionary 20

3NS4-M1_portadilla-contents.indd 3 03/03/15 15:38

 Kingdoms
1
UNIT

LOOK & READ

All living things carry out the three life processes of nutrition,
interaction and reproduction but in different ways. To make the
study of living things easier we divide them into kingdoms, for
example, the Animal Kingdom. By the end of this unit you’ll know
about different kingdoms and how they interact with each other.

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 GETTING STARTED

1 Look, read and think.

a) How are living things organised?

b) Find and name in the pictures:
1. three non-living things
2. a vertebrate and an invertebrate animal
3. three different types of plants.

2 2 Listen and say which picture.

3 In your notebook, circle the animal words in orange and the plant words in green.

spine leaves roots torso tail wings fur stem legs petals fins stamen pistil shell scales

Draw pictures and label them with the words.

4 Correct the crazy sentences.

a) Sharks can fly. d) Trees are shorter than bushes.

b) Birds have scales. e) Lizards have fins.
c) Plants can move around. f) Animals make their own food.

5 Look at the photos. Where do you think these animals live?

3 Now listen and answer the questions.

a) Are they vertebrates or invertebrates?

b) Are they dangerous?
c) How do they move around?

6 Th i n k ! Work with a partner to:

a) Write the functions of the following parts of a plant: the roots, the stem and the leaves.
b) Fill in the missing words:

Photosynthesis = + water + sunlight + = food +

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 The Animal, Plant and Fungi kingdoms
READ & THINK
How are animals
and plants 1 Read and find out:
different?
a) How are plants similar to fungi?
b) In what ways is nutrition in the three kingdoms different?

The Plant Kingdom grasses bushes trees

* They can’t move around. = + +

* They make their own food.

The Animal Kingdom vertebrates invertebrates

* They can move around. = +

* They eat other living things.

The Fungi Kingdom

As well as the Animal and Plant kingdoms there is the Fungi Kingdom. Fungi are similar to plants in that
they can’t move around. However, they don’t make their own food. Fungi eat the remains of living things or
grow and feed on things that are still living. Mushrooms, mould and yeast are all fungi. Look at the photos.
Which fungi do we eat? Which ones should you not pick and eat by yourself?

mushrooms yeast tree living fungus mould

6 Living things

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 Cells
READ & THINK
What are
animals and 2 Read and find out:
plants made of?
a) How big are cells? b) What do they do?

All living things are made up of cells. The biggest is the size of the full stop at
the end of this sentence. The smallest are so small you can only see them with a
microscope. Different cells have different functions. For example, these red blood
cells carry oxygen around the body. Most living things are made up of many types
of different cells but some, such us bacteria, have just one cell.

ACTIVITIES

3 4 Listen and repeat. 5 Now listen to the sentences and say the word.

kingdoms fungi mushrooms mould yeast cell microscope bacteria

4 Complete the table in your notebook.

Can interact with the environment

Kingdom Nutrition
by moving around
They eat other living things.
Plant
They can’t move around.

5 Th i n k ! In your notebook, answer the questions.

a) Which kingdom do snails, octopuses and leopards all belong to?

b) If there is a bear nearby, is it better to be a piece of fruit or a rabbit? Why?
c) What happens if you don’t eat food by its sell-by date?
d) Plants are called ‘producers’. Why do you think this is?

6 Draw a picture which includes at least one living thing from the Plant, Animal and
Fungi kingdoms. How would you include cells in your picture?

7 6 Q U I Z Check your learning.

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 The Animal Kingdom: invertebrates
READ & THINK
What do invertebrate
animals have instead 1  Read and find out:
of a backbone?
a) Which groups have a hard protective part?
b) Which groups live only in water?
c) Which is the biggest group?

97% of all animals are invertebrates and they live almost everywhere! Scientists are still finding new
species of invertebrates, but here are the six most common groups.

Molluscs Jellyfish Sponges

They have a soft muscular
body, often protected by a
hard shell. Some, such as
snails, live on land. But most,
like mussels and octopuses,
live in the sea.
They live in the sea. They
have a soft body called the
umbrella and often have long
tentacles. There’s a hole under
their umbrella that is both
mouth and anus.
They live in the sea. They have
soft bodies covered with little
holes. They stay on the seabed
and take in oxygen and food
through the holes. There are lots
of known species of sponges.

Echinoderms Annelids Arthropods

They live in the sea. They’re
protected from predators
by hard skin or spikes and
are often brightly coloured.
Starfish are echinoderms.
They usually have five arms
but can have up to 40!
Some of them live in the sea.
They have a long, soft body
divided into segments. A
very important annelid is the
earthworm. The earthworm
helps to get air and nutrients
into the soil. Can you say how?
Almost all animals on Earth are
arthropods. The biggest group
is insects. They live in water, on
land, in the air and underground.
They have a head, thorax and
abdomen, jointed legs and a
protective exoskeleton.

8 Living things

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 Oh, what am I? I know I’m not a No! Sorry! You haven’t
jellyfish or a sponge or a mollusc got three parts or jointed
Am I an arthropod? legs or an exoskeleton!
but what group DO I belong to?

Am I an echinoderm?
Oh dear! What AM I?

No! Sorry! You haven’t

got hard skin and you
You’re an Come and play
don’t live in the sea!
annelid like us! and make tunnels
in the soil with us!

ACTIVITIES

2 7 Listen and repeat. 8 Listen again and say the invertebrate group each word is related to.

molluscs jellyfish sponges echinoderms annelids arthropods

muscular tentacles seabed spikes segments exoskeleton

3 Th i n k ! In your notebook, match the half-sentences.

a) They are brightly coloured… 1. to take in oxygen and food.

b) They have shells… 2. to frighten away predators.
c) They have little holes… 3. to capture animals to eat.
d) They have tentacles… 4. to stop other animals eating them.

4 Make a mind map of the invertebrate groups including examples of animals, where they live
(land, air, water) and their main characteristics.

5 9 Q U I Z Check your learning.

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 The Animal Kingdom: vertebrates
READ & THINK
How do vertebrates
that live in water 1
breathe? In what ways are:

a) reptiles and fish similar?

b) mammals different to other vertebrates?

All vertebrate animals have a backbone, but how they breathe, what they eat, and how they reproduce can
be different, even within a group.

Respiration Reproduction Nutrition

All animals need oxygen to
live. Mammals, reptiles and
birds get oxygen from the air.
They breathe with lungs.
All mammals are born directly
from their mother. They
are viviparous. All other
groups reproduce by laying
eggs. They are oviparous.
Sometimes these eggs are
hard, such as chicken’s eggs
and sometimes they are soft,
such as frog and fish eggs.
Most vertebrate animals are
omnivores or carnivores.
Some mammals and fish and
a few birds are herbivores
but almost all reptiles and
amphibians only eat other
animals.

Fish use gills to get oxygen

from the water. Amphibians
have gills when they are young
and live in water and later
develop lungs to live on land.
Mammals are also different to
other animals because they
produce milk to feed their
babies and look after them for
a longer time.

10 Living things

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 Food chains
READ & THINK
Do animals, plants
and fungi need 2  Read and find out why it’s called a food chain.
each other? Why?

consumer (herbivore) consumer (carnivore)

producer decomposer

The rabbit eats

the plant.

The plant makes its own food When the lynx dies, bacteria and The lynx eats
using the nutrients in the soil fungi break down the lynx’s remains the rabbit.
made by the decomposers. and turn them into nutrients.

ACTIVITIES

3 10 Say the Food chain chant.

4 In your notebook, copy and complete the table.

Animal Group Respiration Reproduction Nutrition

sheep lungs
crocodile oviparous
amphibian
gills
omnivore

5 Th i n k! Choose the odd one out. In your notebook, write why.

a) tiger, spider, eagle, bee d) pig, sheep, human, bear

b) fish, frog, bear, lizard e) dolphin, snake, crocodile, fish
c) cow, tiger, butterfly, whale f) eagle, squirrel, hen, duck

6  Draw and label a food chain.

7  11 Q U I Z Check your learning.

11

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 The Plant Kingdom
READ & THINK
How do plants
reproduce? 1  Read and answer:
How do they
make their a) 
What’s the difference between sexual and asexual
own food? reproduction?
b) How do animals and the wind help in plant reproduction?
c) Why is photosynthesis so important?

Sexual reproduction
In sexual reproduction pollen goes from the stamen of one flower to the pistil of a different, or the same,
flower. This is how most plants reproduce. But how does it happen?
insect pollination wind pollination self-pollination

Here I go!
Here I go! Here I go!

The pollen joins an ovule to make a seed. This is called fertilisation. The pistil grows around the seed into a
fruit. The fruit falls to the ground and the seed grows into a new plant. But how does it happen?

Here I go!
Here I go!
Here I go!

Asexual reproduction
In asexual reproduction there are no flowers or fertilisation.

Runners are stems which Tubers are swollen stems

grow along the ground. which grow under the ground. Some plants, such as the
Buds grow from the stems Buds grow from the tubers strawberry, use sexual AND
and develop into new plants. and develop into new plants. asexual reproduction!

12 Living things

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 The importance of photosynthesis
Every animal, including humans, needs oxygen to live. Plants give us oxygen. Plants absorb nutrients and
water from the soil and carbon dioxide from the air during the day and use these to make their own food.
In this process they release oxygen into the air for us to breathe.

Thank you plants!

ACTIVITIES

2 12 Listen and repeat. 13 Listen again and count the syllables.

sexual reproduction wind pollination self-pollination buds

tubers runners asexual reproduction photosynthesis

3 In your notebook, copy the true sentences and correct the false ones.

a) In sexual reproduction, pollen is produced by the pistil and carried to the stamen.
b) Pollination is helped by animals, especially insects, and by the wind.
c) In asexual reproduction, the plant does not have a male and a female reproductive organ.
d) In sunlight, plants give off carbon dioxide into the air as part of the process of photosynthesis.

4 Observe the oxygen!

1. Put a leaf in water in a sunny place. Check after an hour.

You need:
2. What are the little bubbles on the leaf (especially on
- a bowl
the underside) and on the sides of the glass?
- water
3. Now put one leaf in water in a sunny place and one
- leaves
leaf in water in a dark place. Is there any difference?

5 14 Q U I Z Check your learning.

13

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 Plants and animals living together
In what ways are plants
and animals important
to each other?
READ & THINK
1  Read and find out:
a) 
What is a population of living things?
b) What is a community of living things?
c) What is a habitat?
d) What is an ecosystem?

Living things of the same species which live in the same place are called a population. For example, in
a temperate forest you can find a snail population, a fox population, a squirrel population, an oak tree
population and a pine tree population.
All the different populations that live in the same place are a community.
The place they live is called a habitat. A habitat is defined by the amount of light and water, the
temperature and the type of soil.
The combination of the habitat and its community of living things is called an ecosystem.
An ecosystem can be as small as a puddle of water, or as big as a desert or tropical rainforest!
Each ecosystem is a delicate balance between the habitat and its community of living things. It has many
food chains. Look at the picture. How many food chains can you see?

14 Living things

ns4_u1-modelo.indd 14 04/02/16 16:40

 I know how to … look after living things!
To conserve ecosystems we must respect living things and their habitats. Look at the photos.
Which of these things should we do? Which shouldn’t we do?

SCI-QUEST

Drop rubbish. Touch wild animals. Climb trees.

Do you know what

rainforests higher than
3 000 feet above sea
Make a fire in Feed birds in Remove animals level are called?
the forest. the winter. from their habitats.

ACTIVITIES

2 15 Listen and sing The ecosystem song.

3 Th i n k ! Imagine all the oak trees have been cut down. Write in your notebook what would
happen to the squirrel and fox populations.

4 Look at the picture. Write living things you see and which group they belong to.

Vertebrate animals Invertebrate animals Plants

snake (reptile) earthworm (annelid) bushes

5 Th i n k ! In your notebook, circle the animals you find in a temperate forest. Write the ecosystem
you think the other animals are from (tropical rainforest, desert or ocean).

crocodile jellyfish camel fly sponge ant starfish butterfly

spider lizard monkey scorpion ladybird parrot octopus jaguar

I think/know the … lives in a/an … ecosystem.

6 16 Q U I Z Check your learning.

15

ns4_u1-modelo.indd 15 04/02/16 16:40

 Let’s work together!

Food chain mobiles

Materials
string
coloured card
tape
magazines

1. Think of a food chain from an ecosystem.

2. Write the name of your ecosystem on the 3. Make the Sun and hang the name of your
yellow circle. Choose a plant. Draw or stick a ecosystem from it. Hang the plant from the
photo of it on the yellow square. ecosystem. Choose a herbivore.

4. Hang the herbivore from the plant. Choose 5. Hang the carnivore from the herbivore. If
a carnivore from your ecosystem and draw there is another carnivore add an extra red
or stick a photo of it on the red square. card and hang it on your food chain. Present
your food chain to the rest of the class.

16

five
ns4_u1-modelo.indd 16 04/02/16 16:40
 Experiment time!

How do potatoes reproduce?

Materials
plastic cup potatoes
toothpicks potting soil
water plant pot
plant record sheet

1. Write your name on a plastic cup and 2. Pour some water into the plastic cup.
stick the toothpicks in a circle around Put in your potato. Make sure the water
the middle of the potato. is touching the bottom of the potato.

3. Write your name on a plant pot. Add soil 4. Record what happens each week on your
and put in your potato. Put the plant pot record sheet.
in a bright place and make sure the soil
stays moist. 5. Write your hypothesis and conclusions.

- What’s going to happen to the potato in the plastic cup? What does this tell us about the
reproduction of potato plants?
- What’s going to happen to the potato in the plant pot? What does this tell us about the
reproduction of potato plants?

17
Cloud forest!

ns4_u1-modelo.indd 17 five 04/02/16 16:41

 Let’s revise!
1 Complete the diagram in your notebook. Use the word bank.

decomposer producer
viviparous arthropods
lungs sunlight
mollusc sponge
self-pollination carnivore
forest echinoderm
gills oviparous
jellyfish lake
herbivore wind
insect omnivore
desert annelid
puddle consumer

2 Th i n k! Which is the odd one out? Write why.

a) habitat community population human
b) pine tree oak tree zebra fox
c) oxygen carbon dioxide minerals water
d) sponge mollusc jellyfish echinoderm
Now write some yourself and test your partner.

3  17 Listen and say the name of the living things.

18 Living things

ns4_u1-modelo.indd 18 04/02/16 16:41

 4  Th i n k! Choose words to write correct sentences in your notebook. There are some extra words!

under   soft   exoskeleton   self-pollination 

viviparous   three   hard   five   carnivores   along 
oxygen herbivores six oviparous wind pollination carbon dioxide

1. There are common types of invertebrate animals.

2. Some molluscs have a shell for protection.
3. Arthropods have main body parts.
4. Every animal needs to live.
5. Annelids have bodies divided into segments.
6. All mammals are .
7. A minority of vertebrates are .
8. In the pollen from the stamen goes to the pistil of the same plant.
9. Tubers are swollen stems which grow the ground.
10. In the process of photosynthesis plants take in from the air.

5  Th i n k! Write your own sentences with the extra words from activity 4.

6 Copy and complete the sentences with decomposers, producers and consumers.
a) make their own food. b) eat other living things.
c) break down the remains of living things that have died.

MY PROGRESS

Th i n k ! Copy the sentences and draw a smiley next to each one.

No, I need to
I know how kingdoms are different. study more.
I know some of the characteristics of six groups of invertebrates.
Yes, I do.
I know about the respiration, reproduction and nutrition
of vertebrates. Yes, I know
I know about the reproduction of plants. this very well.

I know about populations, communities, habitats and ecosystems.

19

ns4_u1-modelo.indd 19 04/02/16 16:41

 Picture dictionary

consumer (herbivore) consumer (carnivore)

producer
decomposer

food chain

insect pollination mould mushrooms

runners self-pollination tubers

wind pollination yeast

20 Living things

Picture dictionary_M1.indd 20 24/02/15 16:33

 natural
sciences
natural PRIMARY

sciences
PRIMARY

4 1 1 Living things
Class Book
2 2
3 3
4 4

Think Do Learn Natural Sciences

is 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 4 includes extensive audio activities and songs, an activity book, and a
complete digital resource pack for both student and teacher.

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

TDL_natural_sciences_4_M_cover.indd Todas las páginas

9 788467 392050
4 25/02/15 17:50