Guia Pag70 Ud01

Natural
Science
TEACHER'S BOOK
2
primary
Contents
más Savia Project ..................................................................................................................................................................................... 4
Materials ................................................................................................................................................................................................................ 6
Term classroom management............................................................................................................................................................. 8
Term 1 .................................................................................................................................................................................................................... 18
Term 2 ...................................................................................................................................................................................................................... 72
Term 3 ...................................................................................................................................................................................................................... 124
más Savia
Project
What is más Savia?

Más Savia Project for Bilingual Education takes CLIL methodology one step
forward, by integrating content-based language instruction into specific
Service-Learning Projects that pupils work on for the duration of a term.
Each project reinforces the content of the syllabus. At the same time, pupils
develop their critical thinking skills organically. The final result is a school
community of social changemakers. The opening of each Project challenges
pupils to answer a Big Question. This question is directly related to the topic
pupils will study that term. The question is designed to encourage lively
debate on a subject that will illicit differing opinions. By thinking about this
question, pupils instinctively establish an association between the syllabus
content and their own life experiences (meaningful learning).
TERM 1 CONTENTS: ‘All about vital functions’
TERM 1 SERVING-LEARNING PROJECT: ‘Video: Be mindful’
Big Question: Can we

control our body and
our mind?
4 más Savia project

Our más Savia Project for Bilingual Schools introduces the most effective
way for learners to achieve competence in the English Language, by
following a careful method of language scaffolding. This is applied to every
subject area.
In más Savia, new linguistic structures are only used in content subjects
when they have been previously taught in the subject of English Language.
The English language is introduced gradually, and by natural accumulation:
the language pupils have learnt in Infant Education serves as the foundation
for Primary. Then progressively, as pupils gain confidence in new structures
in English Language, these same structures are introduced into content
subjects, such as Natural Science or Social Science.
Content subjects form the basis of the topics covered in the language
integration. The structures worked on are also dictated by the content of
each Project.
NATURAL AND ENGLISH

SOCIAL SCIENCE
NATURAL ENGLISH Unit 1

project 1
SCIENCE can Unit 2
vertebrates present simple
and invertebrates Unit 3
comparatives project 2
and superlatives Unit 4
Unit 5
project 3
Unit 6
In order to integrate language and content, units from the English books and
Natural and Social Science Projects work in parallel.
content subjects
Natural science Music and arts & crafts
and social science
INTEGRATION
ENGLISH
pre-primary primary
más Savia project 5

Materials
Pupil’s Materials
Pupil’s Book My Learning Notebook
Teacher’s Materials
Teacher’s Book Flashcards, Word cards & Posters
6 Materials
Más Savia Web Environment
Contents
Interactive and Teacher’s Resources
Materials 7
Term classroom
management
Term Presentation
The Teacher’s Book offers a wealth of creative ideas, as well as explaining how
to reinforce the objective of the term Project whilst teaching the content of
each lesson.
An introduction to the term.
An explanation of the Big

Question that pupils will debate,
as well as the Service-Learning
Project they will carry out.
The suggested distribution of

sessions.
A reference to the Teaching

Programme.
A description of the aims and

competences of the term.
A motivating video-trailer
introduces each term‘s content to
the students.
8 Term classroom management

Map of Resources
In this chart you can see the units in each term and the resources available
at every stage. There are two types of resources: classroom materials and
web resources.
Classroom Term Classroom

materials contents materials
Web resources
Didactic resources
Web resources
Consult the Cooperative Learning

Guide and Learning to Think
Guide for innovative strategies to
motivate students.
Term classroom management 9

Introduction to the Service-Learning
Project and Big Question
At the beginning of the term, there is a comic. In this comic, pupils listen to
a story related to a contemporary social issue. The Big Question on the page
initiates the Service-Learning Project. This Project is the backbone of the
critical thinking process.
The comic serves as a link
between the Big Question and
pupils' own life experiences.
Pupil's Book
Pupils see a step-by-step visual

representation of the term Project
and the 'final action' they will take
at the end of the term.
The Big Question is related to

an ethical value and serves as a
starting point for a class debate.
List of the learning outcomes and

materials you will need.
Teacher’s Book
Teaching notes for developing the

session.
The lesson audioscript.

My Learning Notebook
A warm-up picture and task

introduce the Big Question. It
activates prior knowledge (key
vocabulary) and presents pupils
with a glossary for the Project.

My Learning Adventure
The Learning path elicits prior knowledge by presenting two questions:
What do you know about?, and What do you want to know?
The Learning path has pictures

to illustrate the content of each
lesson.
Pupil's Book
The three steps of the Project are

also shown on the Learning path.
The Teaching notes help the

teacher develop a lesson plan.
Teacher’s Book
What do I know? and What

do I want to know? Pupils

record their individual
thought process after the
class debate.
Passport portfolio for

pupils to keep a record of
what they have completed
in the Project.
An ID Card encourages
pupils to become academic
risk-takers.

Content Pages
Each content lesson follows three steps: Let’s get started, Let’s understand,
and Let’s practise.
Referente to the video.
Prior knowledge is activated. An

introductory video motivates
pupils and supports the lesson
Pupil's Book
content.
Listening and speaking activities

to practise the lesson contents.
Referente to the song.
Theory box that summarizes

the core content of the lesson.
Total Physical Response activity

to do off book..
An online interactive challenge.

Language and content is carefully
sequenced.
Pupil's Book
Critical thinking activity to put

the contents in context.
Hands on activity suggested to do

off book.
A pause question assesses

comprehension.

A list of the learning outcomes
and the materials you will need.
Teacher’s Book
Teaching notes for developing the

session.
Reference to the links to the EPS

Book and Social Science Book.
The audioscript and Answer

Key of all the Pupil’s Book
activities.
The Teacher’s Book includes

teaching suggestions for each
lesson to work off book.
Activities following the CLIL

methodology offer additional

practice of the content in the
Pupil's Book.

Project lessons: Make a change 1, 2, 3
After each block of content, pupils pause, review what they have learnt (Let’s
investigate) and apply their knowledge (Action).
The Action activities show the

steps pupils need to take to
complete the final Action of the
Service-Learning Project.
Pupil's Book
Critical thinking activities review

content and prepare pupils for the
final Action.
The I wonder question helps

pupils work towards answering the
Big Question on the first page.
A reference to My Learning
Notebook.
The Teacher’s Book includes the

Teacher’s Book
learning outcomes, the materials

needed and teaching notes to
develop an effective lesson plan.
Pupils record each stage of the

Project.
Activities to reinforce the lesson

content and work towards
answering the Big Question.

Visual Summary
A final visual thinking map summarises the term contents.
Pupil's Book
The Teacher’s Book includes notes

to help the teacher develop a
lesson plan.
Teacher’s Book
A mind map for each pupil to

complete.

Review
These activities use different CLIL strategies to review the term content.
Pupil's Book
A reference to the online self- A reference to the interactive

evaluation activity. board game.
Teacher’s book
An answer key of all the Review

activities.

Making The Change
The focus of this final Action is to make a positive change in society (awareness
campaigns, presentations to inform people about a specific issue etc.).
Pupils review all the previous

‘Make a change’ sections and take
the final steps in preparation for
the Service-Learning Action.
Pupil's Book
These activities help pupils reach

a conclusion to the Big Question,
as a group.
A proposal for a further action

pupils can take. It is related to the
Big Question and social issue of
the term.
A reference to My Learning
Notebook metacognition activities.
Teacher’s Book
The Teacher’s Book includes

teaching suggestions for
completing the Service-Learning
Project.
Metacognition activities (how

and what pupils have learnt) are
related to the Project.
Pupils record their conclusions to

the Big Question.

This term, children explore the three vital functions that
differentiate living things from non-living things. Firstly,
children examine the nutrition function and the four
systems involved. Children then explore how the
interaction function allows us to get information from
the world and respond to it. They learn about the five
All about vital senses and their corresponding organs and how the
components of our musculoskeletal system enable us
functions to move around. This term’s work on the reproduction

function focuses on the different stages of human life
and some of the ways we change from birth to old age.
This term’s project explores the importance of not only
having a healthy body but also how to look after our
mind and emotions. Children learn techniques for
relaxation and mindfulness and gain awareness of the
relationships between mind and body. Children work
Pupils will be together to make posters showing the benefits of
relaxation techniques, yoga and mindfulness exercises
able to: and finally, they plan and record a video to show the
techniques they have learned.
Timing
Know and identify the vital To complete this term, we recommend dividing the
functions of living things. work into eleven sessions. This recommendation is
intended as a guide. Each teacher should adapt the
Describe the function of nutrition recommendations based on their needs and the
and the organs and functions number of classroom hours allocated.
involved in it.
Identify the five senses and

relate them to their organs and
the interaction function.
You’ll find the teaching programme at
Know the main bones and smMasSavia.com, in the teacher’s
muscles of the body, and match resources section.
them with the musculoskeletal
system and the interaction
function.
Recognise and classify the

different stages of life based on
their main characteristics.
Gain awareness of the

importance of looking after our
body, mind and emotions and
learn techniques to do this.
Use new technologies to work on

this term’s topics.
18
You’ll find all the resources at smMasSavia.com
WEB RESOURCES
CLASSROOM MATERIAL
All about vital
functions DIDACTIC RESOURCES INTERACTIVE RESOURCES*
AND TASKS TO BE ASSIGNED
• Flashcards / Word cards • Classroom planning. Teaching • Trailer (video)

Opening programme • Audio. Track 1
• My Learning Notebook, p. 4-7 • More resources (activities)
• Flashcards / Word cards • My Learning Notebook, p. 8 • Three vital functions ...

(video; activity)
1. Three vital functions • Three vital functions (song)
• Audios. Tracks 2, 3, 4
• Flashcards / Word cards • My Learning Notebook, p. 9 • Nutrition ... (video; activity)

• The digestive system (web
link)
2. Nutrition
• Flashcards / Word cards • My Learning Notebook, p. 10-11 • Energy in, waste out ...
(video; activity)
• The circulatory system (web
3. Energy in, waste out link)
• Energy in, waste out (song)
• Audios. Tracks 8, 9, 10, 11
Make a change 1
• Flashcards / Word cards • My Learning Notebook, p. 14-15 • Interaction: we sense the
world (video; activity)
4. Interaction: we sense
• We sense the world (chant)
the world
• Audios. Tracks 12, 13
• Flashcards / Word cards • My Writing Notebook, p. 16-17 • Interaction: we move around

(video; activity)
• We move around (chant)
5. Interaction: we move
around • Musculoskeletal system
(web link)
28, 29
Make a change 2
• Flashcards / Word cards • My Learning Notebook, p. 20-21 • Reproduction: we are born
6. Reproduction: we are and grow (video; activity)
born and grow • The Stages of Life (song)
Make a change 3
• Poster: Three vital • My Learning Notebook, p. 24-27 • Board game (activity)
functions • Classroom planning. Board game • Self-evaluation (activity)
Check what you have
• Flashcards / Word cards questions • Audios. Tracks 20, 21
learnt
• Board game • Assessment. Activities, review and
rubrics
*Teacher’s exclusive resources in black. Pupil’s resources in green.
19
Audioscript
1 TEACHER: OK, kids! You have 5 minutes for the activity.
SAM: Daliya, can you help me?
DALIYA: I can’t, Sam. I’m sorry. Ask another girl!
DALIYA: Sam, come and play with us!
SAM: No! I don’t want to talk to you! Leave me alone!
DALIYA: Sam, please calm down. Are you angry with me?
SAM: Yes, I am! Friends help! You’re not my friend now!
DALIYA: Can we control our body and our mind?
20
Learning outcomes
Pupils will be able to:
• Recognise their own and their classmates' feelings and emotions.
• Understand how we can express ourselves through our body.
• Gain awareness of the importance of looking after our body, mind and emotions
and learn techniques to do this.
Teacher's resources
• Audio.
Let's get started are good and bad for the body and things they think are good
and bad for the mind. Pupils can write their ideas on a poster
• Ask pupils to look at the images on page 6. Before asking about and hang it on the classroom wall for the rest of the term.
each picture, elicit general responses with regard to pupils’
emotional well-being at school: When do you feel happy at
school? When do you feel sad or angry? etc. In order to review Let's practise
the vocabulary, use the Flashcards with the pictures of feelings • Ask pupils to bring some examples to class (newspapers,
from NS1 and play the TPR Beach ball game: photographs, pictures …) of people who can’t keep calm. In
• First, hold up each Flashcard and mime the feeling whilst saying groups, you can also give pupils different examples of times
the words: I feel sad, I feel disgusted, etc. Then, ask pupils to come when it is difficult to keep calm and ask them how they would
to the front of the class and sit in a circle. Hold up the soft beach feel in these situations. For example:
ball and throw it to a pupil. When the pupil catches it, ask him or −− It’s your birthday and somebody drops your birthday cake.
her: How do you feel? Help pupils by giving a model answer: I feel
−− Your brother/sister/friend breaks your favourite toy.
… and encourage them to mime each feeling. Then, ask pupils to
pass the ball to the classmate sitting next to them and so on until −− You’re a driver on a motorway. Another driver nearly causes
all the pupils have mimed an emotion. Tell the pupils they cannot an accident.
repeat the emotion of the person before them. −− You’re visiting a cave with the class and you hurt your ankle.
−− You’re flying in a plane and there is turbulence.
Let's understand −− You’re at the airport and there’s a big strike. You can’t take
• Play audio track 1 to the class. Write some simple sentences your plane to go on holiday. You have to spend the night at
from the audio on the board. Read them to the class and ask the airport.
pupils to repeat them. • Share the answers with the class. Then, encourage pupils to think
• For the first image, ask: What can you see in the picture? Where of alternative ways to respond, where they keep calm.
are Daliya and Sam? What are they doing? How do you think they • Explain to pupils that in the ‘Make a change’ activities this term
feel? Review some classroom vocabulary (school, class, desk, they are going to record a video for other students at the school
pencil) by playing a spelling-bee game. Point to the objects in and show them mindfulness, yoga and relaxation techniques.
class and ask pupils to spell each one. Ask them what they know about each one: Do you practise
• For the second image, ask: What is happening in this picture? relaxation techniques, sometimes? And breathing techniques? How
Where are they? (They are in the playground.) How do you think do you feel before and after these exercises? Why? Why do you
Daliya and Sam feel? (They’re angry.) Why are they angry? Mime think these techniques are healthy?
the words happy, sad and angry and ask pupils to mime them
too. Ask them: What can Sam and Daliya do now? Encourage Wrap up
them to think of a solution.
• Divide the class into 3 groups and ask each group to find
• Now ask pupils to look at the third image. Ask: What can you see information about:
in this picture? Why is Sam crying? Is Sam right or wrong? Do you
ever feel sad, like Sam? When? In groups pupils brainstorm a list of −− Group 1: breathing and relaxation techniques.
situations when they’ve experienced something similar to Sam. −− Group 2: yoga.
• BIG QUESTION. Now write the ‘Big Question’ on the board and −− Group 3: mindfulness.
ask pupils to read it out. Ask them what the word mind means • Encourage each group to learn a technique and do a
in the question. Elicit some similar words to mind, such as brain, demonstration for the class.
soul, head … Ask pupils: What does a healthy body mean? And a
healthy mind? In groups, pupils brainstorm things that they think
21
My learning adventure
22
Term 1
Learning outcomes Materials

Pupils will be able to: • Card.
• Relate the main characteristics of living things to the three vital functions. • Scissors.
• Understand that our body is unique and allows us to do many things. • Glue.
• Understand that we are all different but we can do and feel the same things. • Magazine and catalogue
clippings.
Teacher's resources • Continuous paper.
• Trailer (video).
• Flashcards: 1-21.
What do you know about? in common. Ask: What does the heart do? Ask them to stick
the picture on the page.
• Ask the class to look at the images. Explain that you are going to 4. Ask pupils to stick the missing picture on the page. Then, tell
design a big poster using the images at the top of the page and
them to look at the image and try to write the names of the 5
adding information that pupils already know.
senses.
• Now work with the images to elicit previous knowledge. Pupils 5. Ask pupils to look at the image and then ask: How do you think
work in groups and try to think of a sentence to answer each of
the boy feels? Ask them to write the names of the bones they
the questions below:
know. Ask: Do you do exercise? Is it good for our health?
1) What is the girl doing? What do all non-living things have in
6. Ask: What can you see? Ask pupils to say whether the people
common? Pupils list the things that all living things do.
are babies, children, or adults. Then ask: What do you think
2) What is the boy doing? What is he eating? Elicit food reproduction is? Does a plant reproduce? And an animal? Ask
vocabulary by asking them to write a list of food words. pupils to stick the missing picture on the page.
3) What can you see in the picture? What do we use it for? Pupils • Bring one pupil from each group to the front of the class to
list other organs in the human body. show their answers. Finally, use a red pencil to draw a learning
4) What is the girl doing? How does she feel? Encourage pupils to list path on the poster to connect the contents, as in the book.
the musical instruments they know. • Now play the trailer (video) and ask pupils to use it to check
5) What are the children doing? What parts of their body are they their answers for the sticker activity.
using? Pupils list the parts of the body they know in English.
6) What can you see in the picture? Introduce the word ‘pregnant’ What do you want to know?
and ask: What other animals have babies? Are they viviparous
or oviparous? Do you remember any characteristics of viviparous • Ask pupils to choose one of the 3 vital functions and bring
animals? Pupils list the viviparous animals they know. information to class about what they would they like to know
more about that function. They can either write it down or
draw it on a piece of card. They can also stick pictures, magazine
What are you going to learn? clippings, advertising brochures, interesting news… etc.
• Use the poster from the previous session. Ask pupils to look • Make a group collage. Ask pupils to collect the different sheets
at the images at the bottom half of the page. They work in of card. Ask them to classify the pieces of card by sticking them
groups. Pupils try to match the information in the book to the on to the poster by the corresponding topic. Hang the posters
corresponding information on the poster. Ask pupils to: on the classroom walls. You can refer to them when you study
1. Point to the pictures of the vital functions and say their each topic.
names. Tell pupils they already know what all living things • Ask pupils to go to My Learning Notebook (page 4).
have in common. Point to the characteristics of living things
on the poster and ask pupils to guess what vital function they
correspond to. Now ask pupils to stick the missing picture on
Wrap up
the page. • Play a TPR activity by using Flashcards 1-21. Pupils show whether
2. Point to the digestive and respiratory system. Ask pupils: What the flashcard you are holding up corresponds to any of the vital
do we use these systems for? Are they connected? Do we breathe functions. Give pupils a sign for each of the vital functions, e.g.,
when we eat? nutrition could be raising hands, interaction could be turning
around, and reproduction could be jumping.
3. Point to the image of the heart (3) and the image of the
circulatory system below. Ask pupils what these pictures have
23
1 Three vital functions
Audioscript Answer key

2 1. We breath in air. 1 Pictures 1, 2 and 4 should be circled.
2. We grow and become adults. 2 From left to right: 7; 9; 6; 3; 1; 2; 8; 5; 4.
3. We respond to other people. Pictures 5, 7 and 8 should be coloured in blue.
4. We can hear the bell. Pictures 1, 4 and 9 should be coloured in green.
Pictures 2, 3 and 6 should be coloured in red.
5. We eat food. It gives us energy.
3 Vital functions are necessary for staying alive.
6. Our body grows and changes.
7. We can feel hot or cold.
8. Milk, water and juice are good food for us.
9. Adults can have babies.
3 Nutrition! That’s eating and breathing

and getting the energy to live.
Interaction! That’s relating to others
and the environment.
Reproduction! That’s having babies,
when we are adults.
There are three vital functions
Three vital functions
Three vital functions
Nutrition, interaction and reproduction
Nutrition, interaction and reproduction
Repeat whole song once
24
All about vital functions Term 1

Pupils will be able to: • Markers.
• Compare a living thing and a non-living thing, identifying the vital functions of • Scissors.
the living things. • Glue.
• Identify the three vital functions of living things: nutrition, interaction and • Magazine and catalogue
reproduction in an everyday situation and gather information from them. clippings.
Teacher's resources
• Flashcards and word cards: 5-9.
• Audio.
• Video.
Let's get started doing things which can fit with the three functions: nutrition,
interaction and reproduction. For example, people playing
• Read out the title of the section: 'Three vital functions'. Ask sports (interaction), eating (nutrition), animals hunting or
pupils what the difference is between living and non-living gathering food (nutrition), a pregnant woman or a baby
things. Ask: What do living things need for survival? (reproduction). They can divide their mural or poster into
• Ask pupils to complete activity 1 in pairs. Explain that they three sections, one for each function, sticking pictures from the
should ask the three questions about each picture, and say if magazine or drawing their own pictures.
they are living or non-living things. If something eats, breathes • Revise the senses with flashcards and word cards 5 (sight), 6
and makes new living things, it is a living thing. (hearing), 7 (smell), 8 (taste) and 9 (touch). Stick them all on
• Now play the video. the board in a random order and have 5 pupils come up to the
board and stick the correct words and flashcards together.
Let's understand • Play a flashcard game. Stick the senses flashcards 5-9 on the
board. Pupils stand in their teams in two lines in front of the
• Read out or play the audio track Vital functions: nutrition, board. Say a body part, for example ears. The two pupils at the
interaction and reproduction. front of the lines race to tap the flashcard with the correct sense
• Play audio track 2 to the class. Pupils look at and describe the and say the sense, in this case hearing. Repeat until all pupils
pictures in the activity before listening. Ask pupils to complete have had a turn. Award points if you wish to make the game
activity 2 by putting the correct number in each circle, competitive.
numbering them in order from 1 to 9. They should then colour
the circles according to which vital function is shown. Split
pupils into pairs and tell them to ask each other: What have you
got? to compare their answers.
• Ask pupils to look at the picture in activity 3 and read the
beginning of the sentence. They should read the three options
on the right and decide which is correct, matching it to the
beginning of the sentence with a line. They then copy the full
sentence onto the line below.
• Play audio track 3. Pupils listen to and sing the song, making up
actions and performing them in groups. Encourage the pupils to
be creative!
• Make a class mural or posters in groups. Bring in some
magazines for the pupils to find images to cut out and stick
or to copy. Pupils find pictures which show people or animals
EPS Social Science
• Primary 2. Unit 1: Routines • Primary 1. Term 1. All about my life: Daily routines & healthy
habits
25
1 Three vital functions

4 We get energy from food by nutrition. 5 We get energy from nutrition.
Adults can have babies thanks to reproduction. Adults can have babies thanks to reproduction.
We respond to the world. We call this interaction. We respond to the world. We call this interaction.
6 Sight — It’s dirty!
Hearing — Help!
Smell — It’s rotten!
Taste — It’s hot!
Touch — It’s prickly!
• 8 Squirrel, wolf and goat stickers.
26

Pupils will be able to: • Blackboard.
• Compare a living thing and a non-living thing, identifying the vital functions of • Chalk.
the living things. • Markers.
• Identify the three vital functions of living things: nutrition, interaction and
reproduction in an everyday situation and gather information from them.
Teacher's resources
• Audio.
• Video.
• Interactive activities.
• Pupils turn to activity 5 and do the word search, looking for in pairs how plants feed and draw a picture. It should include
the three vital functions and circling them. They then write the roots, a stem and the Sun shining onto the leaves of the plant.
correct vital function next to each definition. Then play audio • Play the 'Hands on!' off book game.
track 4 for them to listen and check their answers.
• Ask pupils to go to My Learning Notebook (page 8).
• Point to the pictures in activity 6 and ask pupils to describe what
they can see and what sense and body part is being used. Read
out the speech bubbles below and have pupils repeat them. Wrap up
• Do the first match as an example. Ask the pupils What can he • Split pupils into two teams and play a game of hangman with
see? Elicit that he can see rubbish in a river, and that it is dirty. the vocabulary from the lesson. Model an example first with the
Pupils draw a line to match the first picture with the speech word nutrition. Draw the 9 dashes on the board where the letters
bubble It's dirty! and then carry on individually. will be and elicit letters from the class. The pupil who guesses
• Play the 'Act it out!' off book activity. correctly could come to the board to do the next word. The
vocabulary can include the five senses and sense organs as well
• PAUSE. Read out the 'Pause' question to the class. Ask pupils as the three vital functions.
to talk to a partner about different types of danger, or signs of
danger, and write suggestions on the board, for example fire, • Ask students what they found interesting about today´s class.
flood, a hot surface, sirens. Students then discuss what senses Have they learnt anything that surprised them?
they can use to detect these dangers or signs of danger.
Let's practise
• Complete the interactive activity.
• Ask pupils to look at the picture in activity 8 and elicit what
animal it is: an eagle. Ask them what eagles usually eat: small
animals and other small birds. Ask pupils if baby eagles are born,
or if they come from an egg.
• Pupils can then turn to the stickers page at the back of their
books and choose the correct stickers to stick on the image in
activity 8.
• Ask pupils if plants feed in the same way as animals. Ask them
where their food comes from: the Sun and the soil. Pupils revise
EPS Social Science
• Primary 2. Unit 1: Routines • Primary 1. Term 1. All about my life: Daily routines & healthy
habits
27
1 Three vital functions OFF BOO
K

Pupils will be able to: • A cactus.
• Play an acting game and develop empathy.
• Understand instructions and follow the rules of a game.
• Understand the importance of cooperation and sharing during play.
• Experience each of the five senses.
Act it out! In groups, act out the

scenes in activity 6.
• Explain that pupils will be playing a game of acting and guessing • To make this a competitive activity, you could award points to
in small groups. the pupils who guess correctly first, with each group keeping
• Model an example for the class. Ask them What sense am I their own scoreboard (nominate a score keeper in each group).
using? What picture is it? Pretend to touch a cactus (or bring • As an extension, the pupils could go beyond the pictures in
one to class) and react by pulling your hand away quickly and activity 6, acting out their own invented scenarios in which they
maybe shaking it to show it hurt a bit. Ask students to point to are alerted by their senses. In this case, the remaining pupils
the correct picture in activity 6 in ther books and elicit which could invent what they say, or simply name the sense organ.
sense you use, in this case: touch. Then ask pupils What do I say? • Any pupils who have invented their own examples could then
eliciting the speech bubble, in this case: It's prickly! perform them to the class.
• Put pupils into groups of 4 and say that they are going to play
the acting and guessing game in their groups. One pupil will act
out a scenario from activity 6 without saying the speech bubble.
The other pupils then have to say the speech bubble they think
is correct, followed by You use your (sight), naming the sense.
28

Pupils will be able to: • Scissors
• Learn to work as a team: making decisions, taking turns etc. • Cardboard.
• Work on oral expression by following simple instructions. • Glue.
Teacher's resources
• Cut-out page 129.
Hands on! Make a die and guess

the vital function.
• Explain to the pupils that they are going to make a die and play • The dice may need to be left to dry for a short while before
a game with it. the pupils can play with them. In the meantime, revise the vital
• Hand out scissors and glue as necessary. functions with a Simon Says game. Give the pupils instructions
such as Simon says use your nose, or Simon says rock your baby.
• Pupils turn to the cut outs section of their books, page 129, and
cut out the die template. • For stronger classes, students could take turns to be Simon and
say the instructions.
• Demonstrate to the pupils how to make the die by using a
previously cut out photocopy of their template. They will need • When the dice have dried, the pupils are ready to play the game.
to fold the template on the dotted lines as well as folding over • Demonstrate by rolling the die. Say what function is showing
the tabs for sticking the die together. If the class has difficulties, face up and elicit from the class an example of this vital function.
show them each step at a time, with them copying you. • In the Pupil's book they have the example of listening to music
• If you have a classroom assistant, ask them to monitor students as an interaction. Point to this example and have them repeat it,
and help as necessary. with half the class acting as the girl character and half the class
• Demonstrate how they glue the tabs to the body of the die, acting as the boy character.
one by one, circulating to show and help any students who are • Tell the pupils they are going to play this game in pairs, taking
having problems. turns to roll the die and say the vital function, or say an example
of the function.
• Play for 5 minutes, changing pairs and asking them to roll the die
more quickly if you wish to challenge them more or increase the
pace of the activity.
29
2 Nutrition

5 1. Digestive system. 1 Tick: 1, 2 and 4. Cross: 3.
2. Circulatory system. 2 From left to right: 1; 2; 4; 3.
3. Excretory system. 3 Respiratory system: breathe in, breathe out.
4. Respiratory system. Digestive system: chew, swallow.
4 The words nutrition and energy should be circled.
6 Breathe in. Nutrition is the process of obtaining the energy we need for
living.
Chew.
Breathe out.
Swallow.
30

Pupils will be able to: • Blu tack.
• Identify and describe the organs which make up the nutrition system in the
human body.
Teacher's resources
• Audio.
• Video.
Let's get started • Play audio track 6 to the class. Ask pupils to complete activity
3 by choosing a sticker from their sticker page to stick in the
• Write on the board the three vital functions from the previous correct place. Play the audio twice.
lesson, with every other letter missing. Ask a pupil to come to
the front and fill in the remaining letters.
• The first time they listen, the pupils should point to the sticker,
and stick it in place the second time they listen. They then
• Point to your eyes and ask the pupils to copy you and say which match the sticker to the correct system by drawing a line.
sense it is. Repeat with ears, skin, nose and tongue. Then call out
the senses one by one in random order and have pupils respond
• Stick the flashcards and word cards on the board in their pairs.
Then point and drill pronunciation. Ask students to cover
by touching the sense organ related to that sense.
their eyes, and mix up the cards on the board or around the
• Ask pupils to run on the spot for 10 seconds as fast as they can. classroom.
Explain that to do this, they need energy. Ask if they know how
we get energy.
• Ask pupils to come to the board and stick the correct pairs
together again.
• Direct pupils to activity 1 in their books and ask them to tick • Direct pupils to activity 4 and read the sentence to the class,
the actions which give us energy, and to cross the actions which
saying both options. Tell pupils they should circle what they
don´t give us energy.
think is correct.
• Now play the video to the class. • Pupils compare with a partner. Elicit the answer from one pair.
Let's understand
• Read out or play the audio track What is nutrition?
• Put your hands on your chest and act out breathing in and out
deeply, and say respiratory system. Have pupils copy you.
• Do the same with the other systems, rubbing your tummy for
digestive system, running your fingers along your arms and sides
for circulatory system, and pointing to your kidneys for excretory
system.
• Test the pupils by holding up flashcards 1 (digestive system),
2 (respiratory system), 3 (circulatory system) and 4 (excretory
system) one by one and saying the name of the system. They
should respond with the action.
• Play audio track 5 to the class. Ask pupils to complete activity 2
by writing the correct number in each circle.
EPS Social Science
• Primary 1. Unit 4: Food • Primary 1. Term 3. All about my world: The air we breathe
• Primary 2. Unit 2: Sports
31
2 Our body needs energy

7 1. Stomach. 5 Open answer.
2. Teeth. 6 Clockwise from left to right: mouth, 4; teeth, 2; stomach, 1;
3. Intestines. intestines, 3; oesophagus: 5.
4. Mouth. 7 Labels. From top to bottom: nose, trachea, lungs.
5. Oesophagus.
Sequence. From top to bottom: 3, 2, 1, 4.
8 Coloured in blue: breathe, air, lungs, oxygen, nose.
Coloured in green: teeth, digest, mouth, intestines, nutrients,
apple, stomach.
32

Pupils will be able to: • Stopwatch or mobile timer.
• Understand the function of the respiratory and digestive systems.
• Identify and locate the organs which make up the digestive and respiratory
systems.
Teacher's resources
• Flashcards: 1-2.
• Audio.
• Video.
Let's get started • Pupils look at the diagram in activity 7 and label the organs. Tell
them to copy the words from the box on page 16. They should
• Explain to pupils that they are going to do an experiment. They then number the sequence in the correct order. Get pupils to
are going to investigate the respiratory function in themselves then read the order to a partner, who mimes the actions. Pupils
and their classmates. then change roles and repeat.
• Tell pupils that when you say go you want them to start • Read the vocabulary in the boxes in activity 8 to the class and
counting how many breaths they are taking. When you say stop ask them to repeat. Pupils then colour the boxes according to
they must stop counting. Say go and count in your head to 10, which system they belong to.
then say stop. Ask a few pupils how many breaths they took.
• Tell pupils that they are now going to do this experiment with
three partners. Give them 6 minutes to do the experiment and
complete the table. Feedback results as a class.
• Now play the video to the class.
Let's understand
• Read out or play the audio track The digestive system and The
respiratory system.
• Demonstrate the following sequence of actions for the pupils
to copy. Say The digestive system. In the mouth the teeth chew
food. Mime chewing food. The food goes down the oesophagus.
Trace a line with your finger from the top of your throat to your
stomach. It arrives at the stomach. The intestines absorb nutrients.
Mime rubbing your tummy.
• Demonstrate the following sequence of actions for the pupils to
copy. Say The respiratory system. We breathe in air by the nose or
mouth. Take a big breath in. The air goes down the trachea. Trace a
line with your finger from the top of your throat to your lungs. The
lungs get the oxygen we need. Take a deep, noisy breath in and out.
• Look at the image in activity 6. Ask pupils if they know any of
the body parts. Play audio track 7 and ask students to number
the organs in the correct order. They then match them to the
diagram with a line.
EPS Social Science
33
2
Answer key
10 From top to bottom: F (the air enters by the nose), T, F (the
intestines absorb the nutrients), T, T.
34

Pupils will be able to: • Books on nutrition or access to
• Understand the differences between the digestive and the respiratory systems. the internet.
• Identify and locate the organs which make up the digestive and respiratory • Old magazines/newspapers
systems. with pictures.
• Develop a model to understand what happens when inhaling and exhaling. • Photos.
• Food packaging.
Teacher's resources • Paints/pens.
• Play the 'Hands on!' off book game. Wrap up

• Direct pupils´ attention to activity 10. If it is a strong group, • Play a TPR activity. Stick the digestive system flashcard on the
nominate a pupil to read out the first sentence, or read it out
wall on the left of the classroom, and the respiratory system
yourself. Elicit if pupils think it is true or false. Ask the pupils why
flashcard on the wall on the right of the classroom. Say different
it is false. Ask them Where does air enter the body? Ask them to
vocabulary from the lesson: trachea, oesophagus, stomach etc.
point. They should point to their nose and mouth.
and students jump and point left if it is from the digestive
• Tell pupils the sentence is not correct, it is false, so they should system, or jump and point right if it is from the respiratory
write F in the box. Tell them if they think a sentence is correct, it system.
is true, so they should write T in the box.
• To really test them, add non-related words, for example eyes, and
• Pupils complete the activity individually and then check with a if they hear these words they should stay still with their hands by
partner. Feedback as a class. their sides.
• PAUSE. Read out the 'Pause' question to the class. Ask pupils to
discuss the question in pairs.They can look at the book to help
them.
Let's practise
• Pupils will need access to the internet or nutrition books for
activity 11. If you prefer, you can ask them to research it for
homework before this class, or carry the activity over to the next
lesson, giving them time to find out information at home.
• A variety of materials can be used to make the poster: cut out
pictures from magazines, photos, food packaging, drawings or
paintings. For a speaking extension, have pupils present their
posters of food pyramids and nutrition information to you and
their classmates.
• Play the Guess the system off book game.
EPS Social Science
35
2 Nutrition OFF BOO
K

Pupils will be able to: • Plastic bottles
• Develop a model to understand what happens when inhaling and exhaling. • Balloons
• Understand the importance of cooperation and sharing during play. • Elastic bands
• Plasticine
• Sticky tape
• Scissors
• Straws
Hands on! Make a lung model

• Explain that pupils are going to make a model of a set of lungs, • Pupils then cover the bottle mouth with plasticine. There can be
which can demonstrate how we breathe. no spaces for air to enter, except through the straws.
• Our lungs get bigger and smaller as we breathe in and out. They • The diaphragm muscle is made by using a final balloon which
expand to let air in and contract when we breathe out. This is the pupils stretch over the bottom half of the bottle. They can
possible thanks to a muscle called the diaphragm. Pupils will attach it with sticky tape or an elastic band if necessary.
make a model of the lungs and diaphragm to see how this works. • Pupils hold the model and gently pull down on the balloon
• To teach the above theory you could draw a diagram on the which is acting as the diaphragm muscle. They will see that the
board or prjoect a diagram from a reliable educational website. balloons inside the bottle expand, like our lungs do when we
• To make their model, first pupils should cut off the bottom half breathe.
of a plastic bottle. If this is too difficult for your class, have these
prepared before the lesson.
• Next the pupils attach two balloons to two straws at the bendy
end, using elastic bands. These represent the lungs and the
trachea. They lower the straws with balloons attached into the
bottle neck.
36

Pupils will be able to: • Scissors
• Learn to work as a team: making decisions, taking turns etc.
• Work on oral expression by giving simple descriptions.
Teacher's resources
Play ‘Guess the system’

• Tell pupils that they are going to play a guessing game in pairs. • As an extension or alternative, the pupils could play a memory
• First they need to make their sets of cards. Direct them to the game.
cut outs pages at the back of their book, page 131, and instruct • This alternative game involves the pupils placing their cut out
them to cut out the cards. word cards face down on their desk on one side, and their cut
• Have your own set of the cards already cut out to demonstrate out picture cards face down on the other side of the desk.
the activity. Point out the example in the picture in activity 12 • They turn one over from each side, saying the vocabulary and
and ask a strong pupil to come to the front of the class to act it seeing if they match.
out with you. • If they do match, they keep the pair and have one point. If they
• Show the pupil your card with the picture of the stomach and do not match, they turn them over and put them back where
say This belongs to the digestive system. Have the pupil at the they came from.
front hold up their word card which says stomach and have • Pairs take turns to do this until they have all the pairs.
them say It is the stomach. Do another example.
• Put pupils into pairs and tell them they are going to do the
activity, taking it in turns to be the pupil who holds up the
picture card, and the pupil who responds with the word card.
• Monitor pupils and correct pronunciation if necessary. Drill any
common errors at the end of the activity.
37
3 Energy in, waste out

8 Colour the heart red. 1 After transforming food into nutrients the body needs to
eliminate waste. Our body eliminates part of the waste through
Colour the veins blue.
the excretory system. Urine and sweat are waste and harmful
Colour the kidneys brown. matter.
Colour the bladder orange. 2 Colour key. Heart: red; veins: blue; kidneys: brown; bladder:
orange; urethra: yellow.
Colour the urethra yellow.
3 Circulatory system: heart, blood, veins.
Excretory system: kidneys, bladder, urethra.
38

Pupils will be able to: • Plastic bottles.
• Understand the function of the circulatory and excretory systems. • Sand.
• Identify and locate the organs which make up the circulatory and excretory • Water.
systems. • Permanent markers.
Teacher's resources
• Audio.
• Video.
Let's get started • Ask pupils to run on the spot as fast as they can for 30 seconds.
Have pupils touch their foreheads after running and see if it
• Tell pupils they are going to do an experiment about how we feels wet. Explain that this is sweat and it is waste. Tell them that
eat and drink and to think about what happens to the food and when they go to the toilet, they are also getting rid of waste.
liquid.
• Direct pupils to activity 2 in their books and explain they will be
• Each pair of pupils has a clear plastic container (a bottle with the colouring the picture according to what they hear. Play audio
neck cut off would be sufficient), which they draw the shape of track 8. Pupils listen and colour, and then label the diagram.
a person on, with permanent marker. They can copy the words from the information on page 20.
• Have pupils fill the container with some sand to represent the • In activity 3, pupils will need to read the names of the organs
food we eat, and some water to represent what we drink. Tell and match them to the system by drawing lines. This might be a
them to keep filling it, representing all the meals and snacks in a good time to drill correct pronunciation.
day. Eventually there will be no space left and the container will
overflow.
• Pupils do the off book speaking activity.
• Ask pupils if their bodies are like this. Does our food and drink
just stay inside us? If not, how do we get rid of it and where does
it go? If students are familiar with the bladder organ, ask them:
What happens when our bladder becomes filled with the liquid we
drink?
Let's understand
• Read out or play the audio track The circulatory and excretory
systems.
• Ask pupils to demonstrate what they think the action pump is
by moving their hands.
• Demonstrate with your own hands by interlacing your fingers
with your hands together, intermitently squeezing your hands
together and pulling them slightly apart. Ask pupils to copy
you and to make the beating sound of a heart. Explain that this
pumping pushes the blood around our bodies through our
veins, transporting oxygen and nutrients around our body.
EPS Social Science
• Primary 1. Unit 1: Routines • Primary 1. Term 1. All about my life: Daily routines and
• Primary 2. Unit 2: Sports healthy habits
39
3 Energy in, waste out

9 Eat all your food 5 From left to right: sweat, urine.
and get that energy! 6 1 down: body; 2 down: waste; 3 across: excretory.
The circulatory system
To be healthy out body must eliminate waste.
carries all the nutrients
And it carries the oxygen That’s the function of the excretory system.
in the blood, to all the parts of our body. 8 Keeping our skin clean helps our body eliminate waste.
Energy in, waste out! (x 4) Drinking enough water helps our kidneys to filter and eliminate
The excretory system gets rid of waste.
what we don´t need.
The kidneys clean our blood
and waste leaves our body in
sweat and urine.
Energy in, waste out! (x 4)
40

Pupils will be able to: • Blackboard.
• Understand the function of the circulatory and excretory systems. • Chalks.
• Identify and locate the organs which make up the circulatory and excretory
systems.
Teacher's resources
• Audio.
• Ask pupils what the word is for when we do exercise and then Wrap up
have a wet forehead and write on the board s_ _ _ t. Ask them
another way that our body gets rid of waste, When we go to the... • Play a game of noughts and crosses. Draw a grid on the board
(toilet). Ask them to connect the correct picture with the correct with 9 squares and write different organ names in the 9 squares
word in activity 5. from the 4 different systems from lessons 1 to 3.
• Tell pupils they are going to solve a puzzle. Direct them to • Divide the class into two teams, noughts and crosses.
activity 6 and ask them to complete the crossword and to write • Explain they can win a square for their team if they identify the
the same words in the spaces to complete the sentences. system correctly and can explain what the organ does.
• Pupils will now sing a song about what they have learnt. Play • Flip a coin to see which team takes the first turn.
audio track 9 and encourage students to invent actions to the • The game finishes when the first team gets three in a row.
song.
discuss the question in pairs. They can look at the book to help
them. Ask them which organs are associated with each system.
Let's practise
• Ask pupils how they think water helps them to eliminate waste
from the body and keep it clean.
• Direct them to look at the top three pictures in activity 8
and to discuss them in groups of three. They should make
the connection that when we do exercise we sweat, which
eliminates waste. Then when we shower we clean away the
waste.
• When pupils have finished discussing this set of pictures, direct
them to the second set below. This may be more challenging
for them. Ask them what the kidneys do. Ask them if they think
drinking enough water will help the kidneys do their job, or if it
will not.
• Play the 'Hands on!' off book game.
EPS Social Science
• Primary 1. Unit 1: Routines • Primary 1. Term 1. All about my life: Daily routines and
• Primary 2. Unit 2: Sports healthy habits
41
3 Energy in, waste out OFF BOO
K

Pupils will be able to: • Stopwatches/timers.
• Identify healthy and unhealthy habits. • .
Experiment. Measure
your classmate's pulse
• Tell pupils they are going to do another experiment to see what • Ask them to count how many times they feel a pulse in 10
happens to our body when we do exercise. seconds by having a timer on the board or by saying go and stop
• Explain that as the heart beats and pushes blood around the and timing it yourself. Feedback from various pupils how many
body through the veins, we can feel this movement as a pulse in pulses they felt in the ten seconds and write it on the board.
some parts of our body. • Tell them they are going to see if the pulse changes at all after
• Ask pupils to repeat the action with their hands that they learnt exercise. Ask them if they think it will be any different and how it
earlier, of the heart beating. Then ask them if they have ever felt will be different.
or heard their heart beat before. • Have them measure their partner's pulse before and after one
• Tell pupils that they can feel their pulses by either touching a minute of running on the spot and write it in their books.
point on their wrists, or on their necks. • Feedback results as a class. Ask them why they think the pulse
• Have pupils squeeze their wrist with their fingers and thumbs to gets faster after exercise and why this might benefit the body.
see if they can feel a pulse. If they cannot feel a pulse there, have • If you would like the pupils to experiment further you could
them touch the top of their neck where it joins the jaw. broaden the experiment to other types of exercise, or have them
do mindfulness breathing exercises or gentle yoga and see if their
pulses slow down.
• Ask groups of 5 students to make a chart with their results,
which can be displayed around the room or presented to their
fellow classmates.
42

Pupils will be able to: • Large pieces of card (A1 or
• Develop a model to understand how the 4 systems work together. larger).
• Understand the importance of cooperation and sharing during play. • Toilet rolls.
• Work on oral expression by giving simple descriptions. • Yoghurt pots.
• String.
Teacher's resources • Coloured card and paper.
• Poster. • Paints.
Hands on! Body systems

in nutrition
• Explain to the pupils that they are going to make a model of • You and the classroom assistant should circulate amongst the
a body with the different systems involved in nutrition put in groups, giving the pupils help as necessary and making sure that
place. every pupil is contributing.
• Choose a pupil to be the model for the body which will be cut • As they are finishing, they come to the front with the organs
out of cardboard. The pupil should lie on a large piece of card and completed system, which you should help them stick to the
and a nominated student can draw around the outline of their class body.
body. Cut this out and stick it to the board for the pupils to see. • At the end of the task, each group could come to the front and
• Explain that in groups, they are going to make the organs which make a short presentation on the system that they constructed,
are involved in nutrition for the body: those for the digestive pointing out the organs involved, what they do and what
system, the circulatory system, the respiratory system and the happens in this system.
excretory system. Divide the students into four groups and give • As a simple alternative without too much craft, divide the class
each group the flashcard of the system they are going to be into two groups and have two life size cardboard bodies. Pupils
constructing. cut out paper or card templates of the organs, which you could
• Different materials will need to be supplied to the students to prepare beforehand, colour or paint them and then stick them
complete the task, for example: toilet rolls, coloured string or to the body.
wool, balloons, yoghurt pots, small plastic bottles, paints, glue, • As a final follow up activity, the pupils could draw a diagram of
scissors, paper and card. the four systems in their notebooks and label all the organs and
• Explain that even though each group is working to create a nutrition systems as a revision tool.
different system, they need to connect all the systems together
on the class body.
43
Make a change 1
Audioscript deflating. Breathe in with your nose. Your balloon is inflating. Your
abdomen is getting big. Breathe out and imagine the balloon is
10 Chest breathing moves the chest wall. deflating.
It uses more oxygen.
It results in fast breathing.
Answer key
It can cause tension and anxiety. 1 From left to right:
—sentences 1, 2, 4 and 6 should be coloured in red.
In abdominal breathing the diaphragm contracts. The abdominal —sentences 3, 5, 7 and 8 should be coloured in green.
muscles relax and rise.
1 Clockwise from top left: 4, 2, 1 and 3.
It is good for circulation.
It relaxes the body and mind.
It reduces anxiety.
11 The bumblebee. Sit comfortably. Cover your ears gently with your
index fingers. Listen to your breathing. Close your eyes and imagine
you’re a bumblebee. Breathe in with your nose. Breath out with
your mouth and make a bumblebee sound.
The rocket. Sit comfortably. Take a paper cone and put a straw in
it. Breathe out fast and send a rocket to the moon.
The tree. Stand up and put your arms close to your body. Breathe
in and raise your arms a little. Breathe out in the same position.
Raise your arms to your shoulders. Breathe in and out again. Carry
on until you clap your hands above your head.
The balloon. Sit down comfortably. Cross your legs. Keep you’re
your back straight. Put your arms on your abdomen. Close
your eyes and imagine your abdomen is a balloon, inflating and
44
Term 1

Pupils will be able to: • Small toy or objects.
• Recognise the similarities and differences between chest and abdominal breathing. • Mats.
• Practise abdominal breathing and identify the main benefits of it. • Straws.
• Pieces of paper.
Teacher's resources
• Audio.
Let's investigate Action

• Tell the group that although we always use our lungs to breathe, • Pupils practise some yoga exercises that include relaxation and
we can also use our bellies for a special kind of breathing that breathing techniques.
helps us calm down. First, demonstrate the difference between • The bumblebee. Show a picture of a bee to engage them visually.
regular breathing and abdominal or belly breathing. Ask pupils Have the children sit down comfortably and place their hands
to place one hand on their chest and one on their belly, and on their knees. Model the activity for the pupils. Ask them to
then breathe normally. Point out how the hand on the belly breathe in through their nose, then out through their mouth,
stays in place while the hand on the chest moves up and down. making a buzzing sound. Play the audio and practise together.
• With their hands still on their chest and belly, ask students to • The rocket. Hand a straw to each pupil and a piece of paper to
take a deep breath through their nose so that the hand on the build a rocket – a paper cone as shown in the book. Pupils build
chest does not move but the hand on the belly does. Explain the rocket and again sit comfortably. Play the audio and practise
that when our hands move like this, we know we are practising together as you model the activity.
deep, relaxing abdominal breathing.
• The tree. This is a classic and enjoyable balancing pose. Children
• Pupils work in pairs. Give each pair a small toy or object. One love the challenge of balancing on one leg. Pupils practise this
child should lie down on the floor while the other child places activity standing up. Model the activity before playing the audio.
the toy on his or her belly. The child lying on the floor then Then, pupils practise their balance by standing on one foot and
practises abdominal breathing while the other student counts bringing the other foot to rest on the standing leg, above or
to five and watches the toy move up and down. After a few below the knee.
repetitions the partners switch roles.
• The balloon. Ask kids to sit comfortably in a cross-legged
• Once both classmates have practised abdominal breathing, position and watch as you model the activity. Take a deep
discuss the following questions, as a class: Does abdominal breath in through your nose and slowly start to blow the air
breathing feel different with the toy and without the toy on your out through your mouth, moving your hands outwards, as you
belly? How does abdominal breathing make you feel during the exhale as if you are blowing up an enormous hot air balloon. Ask
exercise? How do you feel after the exercise? How can practising children to copy you as you play the audio.
abdominal breathing help you manage your feelings?
• Ask pupils to go to My Learning Notebook (pages 14-15).
• I WONDER. Write the ‘I wonder’ question on the board and ask
pupils what they think ‘controlling our emotions’ means. Ask the
group to think of a time when they felt a very strong emotion. Wrap up
Use the following questions to guide the discussion: How does it • Finally, put pupils into groups to do activities 2 and 3. Each group
feel to have a strong emotion? What do you do in these situations? chooses their favourite exercise and prepare a small presentation
Explain that ‘controlling our emotions’ means identifying and to tell their classmates why they chose that exercise and where
managing our feelings. and when they think the best moment to practise it.
EPS Social Science
• Primary 1. Unit 1: Routines • Primary 1. Term 3. All about my world: The air we breathe
45
4 Interaction: we sense the world

12 1. Look left. Look right. No cars? Then you can go. 1 Sam is touching a puppy; he is using his sense of touch. Daliya
2. Wait a moment. The soup is too hot now! is listening to a bird singing; she is using her sense of hearing.
3. Don’t get closer. That rubbish smells awfully. [Their friends are using their senses, too: there is a boy smelling
the flowers (smell), a girl pointing to a smoke cloud (sight), and
4. Be careful! The glass is broken. It can cut you.
another friend is eating some berries (taste).]
5. Listen! There is an ambulance. 2 Clockwise, from left to right: 4, 1, 5, 2, 3.
46
Learning outcomes
• Understand that we need senses to provide us with information about the world
around us and the harmful situations we may face.
• Relate the senses to their corresponding organs.
• Describe the functions of the senses.
Teacher's resources
• Audio.
• Video.
Let's get started • Pupils discuss in pairs what they can see in the pictures, what
senses are being used and how people might react in the
• To revise the senses quickly, play a game of pictionary with the situations.
class. Write the heading Senses Pictionary on the board and
explain that you are going to draw a picture of someone using a
• Play audio track 12 and pupils point to the dangers. Play the
track a second time and they should write the numbers in the
sense and that pupils should put their hand up if they can name
circles in the correct order.
the sense.
• For example, draw a picture of a window and the Sun shining • As an extension to the activity, pupils could act out the scenarios
in groups of three, saying what senses are being used and what
outside, with a person looking out the window.
the danger is.
• Pupils must raise their hands. Do not accept answers shouted • Play the Match the senses and sensations off book activity.
out.
• The pupil who gets it right can come up and draw another
example of a different sense. Other pupils can raise their hands
to guess the sense.
• Draw pupils' attention to the picture of Daliya and Sam and ask
them what senses are being used and to describe the examples
they can see. Ask about the other children in the picture too.
Let's understand
• Read out or play the audio track We respond to the environment.
• Ask pupils if they remember the examples from lesson 1 which
showed people using their senses. Pupils could play a memory
game by testing each other. One student looks at their book
and asks a partner about the scenarios from Lesson 1, activity 6.
What happens? How do they react? What do they say?
• Explain that our musculoskeletal system helps us react to sensory
information. For example: What do we do if we touch something
very hot or cold? We pull our hand away quickly. Our hands are
made up of bones and muscles, which help us to move.
• Direct pupils to look at the pictures in activity 2.
EPS Social Science
• Primary 1. Unit 5: How we live • Primary 2. Term 2. All about my neighbourood: Is your
• Primary 2. Unit 1: Routines neighbourhood safe?
47
4 Interaction: we sense the world

13 We learn about the world around us by interaction. 4 From left to right: sight, hearing, taste, touch.
Sight, hearing, smell, taste and touch 5 [Stickers]
are our five senses.
They alert us to all
the dangers in the world.
We learn about the world around us by interaction.
Our muscles and our bones
move our body.
When we react
to what happens around us
they help us stay alive. (x 4)
48

Pupils will be able to: • Access to the internet.
• Understand that we need senses to provide us with information about the world • Scarves to cover pupil's eyes.
around us and the harmful situations we may face. • Diagram of a sign language
• Relate the senses to their corresponding organs. alphabet.
• Reflect on disabilities.
Teacher's resources
• Audio.
• Pupils turn to activity 4 and look at the pictures. Put them in have to call out directions to the blindfolded student to cross
pairs to describe the pictures to each other and say what sense the classroom. Write useful language on the board such as: go
they think is being used to detect the danger. The pupils write forward, turn left/right, stop!
the sense on the lines next to the pictures. • Ask the blindfolded students how they felt: How can you help
• Tell pupils they are going to look at a short story about Sam and others who have physical disabilities?
Daliya, and that they have to create the story with their stickers • Play the Sensory memory off book activity.
in the correct order.
• Ask pupils to go to My Learning Notebook (page 12-13).
• First have three different pupils read the three captions in
activity 5.
• Ask them what the words careful and secure mean. Confirm in Wrap up
lesson 1 if necessary. • Show pupils the alphabet sign language for their country. You
• Pupils then turn to their stickers pages and find the stickers for can find a diagram online.
the activity. Read the three captions again, or ask three pupils • Go through the alphabet together and then have pupils spell
to read them, and all pupils point to the stickers they think are their names together. If there is time, they can spell out other
correct for each one. They can then stick them in the spaces. words or messages too.
• Pupils can then practise acting out the story in pairs. • Ask them to imagine what would be fun or difficult about
• Play audio track 13 and pupils practise the chant. communicating in sign language like this.
discuss the question in pairs. They can look at the book to help
them.
Let’s practise
• Explain to pupils that some people live without the full use of all
their senses. Sometimes people do not have their sense of sight,
or their sense of hearing. Write the words blind and deaf on the
board and teach the pronunciation.
• Pupils research, either in class with access to internet or as
homework, how blind and deaf people communicate, learn and
get information about the world.
• As a practical activity, you could put pupils in small groups
and blindfold one of them. The other members of the group
EPS Social Science
• Primary 1. Unit 5: How we live • Primary 2. Term 2. All about my neighbourood: Is your
• Primary 2. Unit 1: Routines neighbourhood safe?
49
4 Interaction: we sense the world OFF BOO
K

Pupils will be able to: • Scissors.
• Understand instructions and follow the rules of a game. • Blu tack.
• Match the senses to the sense organs.
Teacher's resources
Let's play! Match the senses

and the sensations
• Explain that pupils will be playing a matching game with some her own set of cards in a pile, face down, in front of them, below
picture cards. their 5 sense cards.
• Direct pupils to the cut outs section at the back of their book, • Model on the board by sticking your own set in a row.
page 133. • Have the rest of your cards in a pile in front of you, like the
• Hand out scissors as necessary and ask pupils to carefully cut out pupils do.
all of their cards. • Turn one over to model an example of what the students should
• Have a set of your own cards ready to demonstrate the activity do. For example, if you turn over the card with the radio on it
to the class, or have some enlarged versions you can stick on the and the word low, read it out and say I think it's hearing, and stick
board. it under the card of the ear.
• Draw pupils' attention to the five cards which have drawings of • Pick up the next card and deliberately put it in the wrong
body parts on them. Elicit the names of the body parts and ask column. Pupils should tell you it's wrong and tell you where to
pupils what sense each body part is responsible for. put it. Tell them that this is what you want them to do, to help
• Explain that they are going to match the remaining cards to and correct each other.
these sense cards. They will finish with five groups of cards. • Students do the activity in pairs. You and the classroom assistant
• Working in pairs, pupils should line up their five sense cards in can monitor pairs and help correct pronunciation as required.
front of them, one set each. • Feedback as a class, sticking all your cards to the board with the
• They then should then shuffle the rest of their cards and put help of pupils.
them in a pile face down in front of them. Each pupil has his/
50

Pupils will be able to: • Students’ photos of holidays
• Experience each of the five senses. and other memories
• Learn to work as a team: making decisions, taking turns etc. • Magazine pictures
Play! Sensory memory

• Tell pupils they will be playing a speaking memory game, using • Pupils take out their photos. If they have forgotten their photos,
their sensory memory. give them the magazine pictures you have, and tell them to
• Before the lesson, ask the pupils to bring in some photos of past invent a memory about the picture. Give them time to think
holidays or experiences (birthday parties, Christmas, walks or about the pictures and what they can smell, hear, see etc.
hikes in the countryside, visiting a city, beaches, gardens or parks • They then give their picture to their partner, who asks them
etc.). Have some magazine pictures cut out and handy in case questions about the memory. What can you see? What can you
some pupils forget to bring in their photos. smell? What can you hear? What can you taste? What can you
• Ask pupils to close their eyes. Tell them to take some slow deep touch?
breaths and count to ten. Ask them to think of a happy memory • Pupils listen to each other and then feedback as a class, talking
from their last holiday: What can you see? What can you hear? about their partner. (Name) can hear......, and see ….., and smell…..
What can you smell? What can you feel on your skin or with your The rest of the class can listen and then guess where the
hands? Can you taste anything? memory is or what is happening. Confirm with the pupil whose
• Tell pupils they can not open their eyes. They talk to a partner memory it is and repeat for other class members.
about their memory, saying what they can see, hear, smell, feel • As an extension, you could change partners again and this
and taste. Are their memories similar or different? time pupils can describe their pictures and memories to their
• Change around partners and tell them they are going to recall partners, who can then draw a picture and write/draw on the
memories to tell their partners about. Partners should listen smells, noises etc.
carefully, as they are going to report back to the class about a • Students could mount their photos and write their sensory
sensory memory their partner has told them about. memories in sentences around them.
51
5 Interaction: we move around

14 1. Skull. 1 Without the ability to move, animals couldn’t get food (eating
2. Pectorals. grass, reaching fruits or hunting other animals), or escape from
danger (predators, fires …).
3. Biceps.
4. Neck. 2 From left to right: 4, 1, 2, 3, 5, 6.
5. Elbow. Muscles: pectorals, biceps; bones: skull, femur; joints: neck,
6. Femur. elbow.
15 The skeleton gives shape to the body. Picture B. 3 From top to bottom: B, B, A.
The skeleton keeps our body upright. Picture B.
The skeleton protects the organ. Picture A.
52
Learning outcomes
• Identify the bones, muscles and joints as part of the musculoskeletal system and
explain what each one does.
• Recognise the main bones and muscles of the musculoskeletal system.
Teacher's resources
• Audio.
• Video.
Let's get started • Pupils open their books again and look at activity 2. Play the
track again and pupils write the numbers in the circles in the
• Write on the board, or draw pictures: You smell smoke. You are in order that they hear them. They then write them on the lines in
bed and you hear a loud BANG. You drink milk and it is bad. You the correct group.
touch a cactus. You see a very big spider in the shower.
• Have the pupils look at the pictures in activity 3.
• Ask pupils to act the scenarios with a partner, showing their • Read sentence number 1 and ask them which picture they think
reactions.
shows what they just read and heard.
• When they have finished acting, ask students how their partner • Confirm that it is picture B and ask them why: because it has a
reacted to each sensory experience. Ask pupils if they remember
skeleton and the shape is that of a person.
what in our body helps us to react to sensory information: our
musculoskeletal system. • Ask pupils to read the next two sentences in pairs and to choose
a picture for each one. They then listen and check their answers.
• Direct pupils to look at the picture of the animals in activity 1
and ask them: Why the lion is chasing the gazelle? Is the giraffe in • Close books and ask the pupils three reasons why we need our
danger? Ask them why it is important for the animals to be able skeleton.
to move and react to sensory information.
Let's understand
• Read out or play the audio track Musculoskeletal system.
• There is a lot of new vocabulary for the pupils to learn here. It
is worth playing a few memory games and TPR activities where
pupils point to a particular joint, muscle or bone when you
direct them to, or they can do this in small groups or pairs.
• Try to encourage pupils to think about which muscles, bones
and joints are connected to each other.
• Say Shake your wrists. Shrug your shoulders. Bend your knees.
Bend your right/left elbow. Twist your right/left ankle etc., and have
pupils do the actions.
• Play track 14 with books closed and have pupils repeat
pronunciation. See if they can point to the muscle, bone or joint
on their bodies.
EPS Social Science
• Primary 1. Unit 6: How we move • Primary 2. Term 2. All about my neighbourood: How do we
move around?
53
5 Interaction: we move around

16 Move around 4 From left to right: picture 1, brain; picture 2, ribs; picture 3,
but protect yourself. heart; picture 4, skull.
Be safe The skull protects the brain.
you cannot forget.
The ribs protect the heart.
Protect your skull
5 From top to bottom: Picture 1: skull, biceps, femur, calf, ankle.
with a helmet.
Don´t go so fast From top to bottom: Picture 2: elbow, humerus, knee, tibia.
put on your knee pads.
Move around
but protect yourself.
Be safe
you cannot forget.
Protect your elbows
with elbow pads.
Protect your bones
and your organs.
54
Learning outcomes
• Identify and describe the organs which make up the interaction system in the
human body.
• Reflect on healthy habits and security.
Teacher's resources
• Audio.
• Ask pupils what organs they can remember from the different • Play audio track 16. Pupils listen to and sing the chant.
systems they studied before. Write up suggestions on the board • Play the 'Hands on!' Let's model a skeleton off book activity.
or ask pupils to write them up.
• Point to your chest and ask pupils What organs do I have in my Wrap up
chest? Elicit heart and lungs.
• Ask pupils to look at the diagram of the skeleton on page 30 and • Play a game of hangman using the words learnt this lesson.
tell what we call the bones in the chest: ribs. Model an example on the board first, for example skull.
• Direct them to look at the pictures and words in activity 4 and • Draw the five underscores on the board and make sure pupils
ask them to match them by drawing lines. Have pupils compare know this means there are five letters in the word.
with a partner. They then complete the two sentences below by • Elicit letters from the class and write them in the word or draw
copying the words into the correct spaces. the hangman parts one by one.
• Activity 5 is a challenge for pupils' memory. Tell them to look at • The student who guesses correctly can then come to the board
the diagrams on page 30 if they need help. They complete the and do another example.
lines with the names of the organs.
• PAUSE. Read out the 'Pause' question to the class. Pupils answer
in pairs and then feedback to the class. Ask them why it is
important that bones are not flexible.
Let's practise
• Ask pupils if they sometimes fall off their bike, skateboard or
roller skates: Does it hurt? What can they wear to make sure that
if they fall they do not hurt themselves?
• Direct them to look at the pictures in activity 6. Ask them if they
can see a helmet and to point to it. Pupils look at the stickers
page and choose protective clothing to put on the two children.
• Discuss the other questions as a class after some time in groups.
Show them a picture of someone with their arm in a sling and
someone else with their leg in a plaster cast. Has anyone in class
had to wear either of these? And your family?
EPS Social Science
move around?
55
5 Interaction: we move around OFF BOO
K

Pupils will be able to: • A large dice.
• Listen and respond to instructions that involve a motor response. • Pieces of paper.
• Understand instructions and follow the rules of a game (respecting others’ • Adhesive tape.
opinions, taking turns etc.).
• Imitate the movements of others.
Teacher's resources
Play! Musculoskeletal bingo Play! A world of functions

• Review the names of the body parts. Show pupils word cards 11 • Using adhesive tape, ask pupils to help each other to stick a
(shoulder), 12 (elbow), 13 (wrist) 14 (ankle), 15 (knee), and 16 number (1-6) on their chests. It is important that the pupils
(neck) at random, and have them point to the corresponding know what number they have for later in the game.
part of the body. Then show them the flashcards and have • Designate two areas in the class:
pupils say the words out loud.
• Area 1: Nutrition (circulatory, respiratory, digestive and excretory
• Now draw pupils' attention to the diagram on page 30 systems)
illustrating the names of bones, joints and muscles in the
musculoskeletel system and drill pronunciation.
• Area 2: Interaction (senses and musculoskeletal system)
• Draw a grid of 9 squares on the board and ask pupils to copy • Ask all pupils to gather in the centre of the room.
it on a sheet of paper or in their notebooks. Say that they are • Tell the pupils that you are now going to roll the dice and say
going to be playing a game of Bingo and need to write or draw 9 a word associated with one of the systems they have been
different muscles, bones or joints in the 9 squares. studying. When their number appears, i.e. 1-6, they must run
to the area of the classroom to which the vocabulary belongs
• When pupils are ready, read out the names of the muscles, and point to it on their bodies or mime an action using it. You
bones and joints in random order and pupils cross them off
then elicit a sentence using the vocabulary from the first student
when they hear them. When all their 9 words are crossed off
who arrived at the area. Other pupils can help them if they have
they shout out Bingo!
difficulty.
• Repeat until all the numbers have had a chance to run.
56

Pupils will be able to: • White and red plasticine.
• Work as a team: making decisions, taking turns etc. • A4 sheets of card.
• Draw a human skeleton with its main features. • Markers/pencils.
• Identify the main bones and joints of the human body.
Hands on! Make a model skeleton

• Explain that pupils are going to make a model of a skeleton. • Point to the image on the board and tell pupils that they should
• First, revise what a body is made up of: bones, muscles and joints. use it as a guide to help them make their model. They must
Tell pupils they will be making the model to include the bones make the bones out of the white plasticine and connect them
and the joints, but not the muscles. with joints made from the red plasticine. The model will lie flat
on the sheet of card.
• Draw or project a picture of the human skeleton on the board.
Point to various parts of it and elicit the names of the bones and • In their pairs or groups, pupils then take turns to point and ask
joints from the class by asking: What’s this? Can you move it on What’s this? And their partner/group respond. Finally, pupils can
your body? Can you point to it? Get pupils to move that joint or label the skeleton, taking turns to write the names of the bones
point to that bone. and joints on the card with arrows pointing to the relevant
piece.
• Put pupils into pairs/threes and explain that they are going to
work together equally. Hand out a sheet of A4 card (any colour)
and a lump of white and red plasticine to each pair/three. There
must be enough white plasticine to make all the bones in the
body.
57
Make a change 2
Answer key
1 Yoga is a mind and body practice. It is from India. It combines
body postures, breathing techniques and relaxation. Practising
yoga poses has many benefits. Our muscles become strong
and flexible; it is good for maintaining our body’s balance; and
the yoga movements help us understand our body.
1 Top row: the bridge, the cobra.
Bottom row: the frog, the cat and the dog, the warrior.
58
Term 1

Pupils will be able to: • Mats.
• Understand what yoga is and why it is done worldwide. • Comfortable clothes.
• Understand the main benefits of yoga for the human body. • Blank cards.
• Practise some yoga exercises in groups and individually. • A4 pieces of paper with
sentences suggested.
Teacher's resources • Relaxing music.
• Poster.
• Audio.
• Video.
Let's investigate spellings by doing Activity 1 in the book. Then, give each group
a blank card and a short text about the benefits of their yoga
• Refresh Group 2 to bring the information related to yoga you pose, cut-out into pieces. Ask pupils to build up the following
asked for at the beginning of the term. Write the key vocabulary sentences:
related to yoga on the board. Make sure you include all the
−− The bridge / opens the spine, chest, shoulders / and hips. It
words from the activity 1, page 35 in the book in order to form a
is good for the back and leg / muscles. The bridge calms the
definition of yoga afterwards.
mind, too.
• Motivate pupils by showing them a yoga video, telling them a −− The cobra / opens the shoulder, chest and abdominal /
story or playing yoga music. You can also bring in yoga cards and
muscles. It is good for the bones in the / back. The arms and
let the children practise poses, in turn. Finally, pupils do the book
shoulders grow strong, too.
activity individually. Check the answers as a class.
−− The frog helps / digestion. It tones the legs and supports the
• I WONDER. Write the ‘I wonder’ question on the board. Ask / back. The hips grow / flexible. The frog is good for posture,
pupils whether they think it’s important to take care of our body
too.
or not. Explain that sometimes we don’t pay attention to our
body. Ask the group to think about how they feel after doing −− The cat and the dog / opens the spine and / chest. It
physical activities. massages the organs in the / belly. The cat and dog is good
for emotional balance, too.
Action −− The warrior pose / opens the front part of the / body. It is
good for balance and / coordination. The warrior creates
• In this session pupils practise the 6 yoga poses in the book. deep concentration, too.
Make sure they dress comfortably, there are mats for all of them • Ask pupils to go to My Learning Notebook (pages 20-21).
and enough room between them to practise the exercises.
If possible invite a yoga expert to class to help you with the
session. You can also enlarge the pictures of each of the poses in Wrap up
the book so pupils can see each of them clearly. • Ask each group to present their pose to the class.
• Whilst practising the activities, explain the benefits to the body
of each of the poses. Decorate one big card with the benefits of
one of the poses and let each pupil look at it. For example, the
Butterfly is good for the hips and knees.
• Once you have finished practising the yoga exercises, put
pupils into 5 groups. Give each group the name of one of the 5
remaining yoga poses: 1. The bridge. 2. The cobra. 3. The frog.
4. The cat and the dog. 5. The warrior. Pupils can practise the
EPS Social Science
• Primary 2. Unit 2: Sports move around?
59
6 Reproduction: we are born and grow

2 From left to right: elderly person, adult, child, baby, adult,
17 1. Elderly person.
teenager.
2. Adult.
3 Circle (from top to bottom): baby, adult, teenager.
3. Child.
4. Baby.
5. Adult.
6. Teenager.
18 We´re born as babies,

we need help to survive.
A child starts to do
the first things in their life.
When we´re teenagers we want to explore,
as adults we learn even more.
Each life stage is different:
baby, child, teenager. (repeat)
When we´re adults we start to work.
When we´re elderly
it´s our time to enjoy! (repeat)
adult and elderly.
baby, child, teenager.
60

Pupils will be able to: • Pictures of animals and their
• Identify the different stages of a person’s life. baby animals (can be projected
on IWB).
• Understand some of the changes that occur during each stage.
• Pupils’ photos of themselves as
babies, young children and now.
Teacher's resources
• A4 sheets of card/paper.
• Flashcards and word cards: 17-21. • Blu tack.
• Video.
• Audio
Let's get started • Blu tack the 5 word cards: 17 (baby), 18 (child), 19 (teenager),
20 (adult), 21 (elderly person) around the room. Ask 5 different
• On the board, project some images of baby animals and their pupils to collect the word cards and stick them next to the
parents in a random order. Get different pupils to come to corresponding flashcards on the board.
the board and connect the baby animals and adult animals by
drawing a line. Elicit any names that the pupils know, or teach
• Pupils look at the pictures in activity 2 and, in pairs, say what
stage of life they think the people are in. Play audio track 17
them. For example: kitten/cat, puppy/dog, duckling/duck.
for pupils to listen and check. Pause after each number for the
• Ask pupils if they know the corresponding names for humans pupils to repeat pronunciation. They can then write the words
and elicit baby/child/adult/grown up. Ask pupils what they are on the lines, copying them from the word cards or from their
now. And what are their parents? Are there any babies in their books.
families?
• Activity 3 may be more challenging for some pupils to read. If
• To be able to do activity 1, pupils will have to bring in photos you feel your class may need more support, do the first example
of themselves, so it is a good idea to ask them to find these for as a class, reading the sentence to the pupils and asking them Is
homework in the previous lesson. Pupils mount their photos on this true about adults? Is it true about babies? Put pupils in pairs
paper/card with the titles and then compare them with a partner, to complete the activity together, helping each other as needed.
noticing the differences over time. Elicit ideas from the class and Then feedback answers as a class.
talk about them. Are they big in one picture and small in another?
How has their hair changed? Have their eyes changed?
• Play audio track 18. Pupils listen to and sing the song.
• Play the video.
Let's understand
• Read out or play the audio track Stages of life.
• Check pupils’ understanding of the key vocabulary, especially
reproduction, viviparous and gestation, using lesson 1 if needed.
See if pupils remember the opposite of viviparous: oviparous, and
if they can think of examples of animals who are oviparous.
• Blu tack the 5 flashcards 17 (baby), 18 (child), 19 (teenager), 20
(adult), 21 (elderly person) on the board in the wrong order and
ask a pupil to come and correct the order. Then elicit the words
and correct pronunciation. Play a memory game or a What’s
missing? game with the flashcards to help pupils retain the
vocabulary.
EPS Social Science
• Primary 2. Unit 3: Animals • Primary 2. All about history: My history
61
6 Reproduction: we are born and grow
Answer key
5 Human gestation period: 9 months.
Mare gestation period: 11 months (11-12 months; 340 days).
Cats gestation period: two months (58-67 days).
Elephants gestation period: 22 months.
6 Open answer.
62

Pupils will be able to: • Internet access/books on
• Identify differences and similarities between the gestation periods of humans and animal reproduction.
animals. • A4/A3 sheets card/paper.
• Understand some of the changes that occur during each stage of our lives. • Scissors.
• Glue.
Teacher's resources • Old magazines/newspapers
• Interactive activities. with pictures.
• Write the words gestation period on the board. Elicit from pupils their hobbies, what they do, what food they eat/like, what they
what it means. Ask them if they remember what the gestation like, the people in their lives. For their height and weight you
period of a human baby is. They can check in their books if none could have a tape measure and scales in the classroom for pupils
of them remember. Ask them to remember the animals from to use. For baby height and weight, they can ask their parents
the beginning of the lesson. Do they think the gestation period for homework.
of these animals is the same or different to humans? Why? • Give pupils time to make their murals, using photographs or
• Direct pupils´ attention to activity 5: What animals can you pictures from magazines as well as their own drawings. They can
see? Say they are going to find out and compare the gestation then present their murals, speaking about them in small groups.
periods of these animals and record them on a graph. If they • Play the 'Hands On!' Make a Stages of Life Wheel off book activity.
don’t know what a graph is, show them an example on the
whiteboard. Explain that each rectangle in the rows next to the
animals represents 1 month. Ask them how many rectangles Wrap up
they should colour for the human baby gestation period (9), and • Ask pupils to name different things that people do at different
get them to choose a colour and colour the nine squares next to stages of life, e.g. babies cry or giggle, children play games,
the picture of the human and baby. teenagers listen to music, adults go to work or clean the house,
• Pupils then use books or the internet to find out the gestation elderly people walk with a stick. Tell them they are going to play
periods of horses (11-12 months), cats (2 months) and elephants a guessing game about what stage of life they are in. Divide
(18-22 months). They colour the rectangles in a different colour them into small groups and say they are going to act as a person
for each animal to complete their graphs. Feedback as a class, at a stage of life and the group have to say what the stage is, e.g.
discussing why they think these gestation periods are different. You are a baby!
• Play the off book communicative activity Survey!
discuss the question in pairs. Feedback as a class.
Let's practise
• Pupils will need sheets of A4/A3 paper or card and coloured
pencils/pens, magazines, scissors, photographs and glue. Tell
them they are going to make a mural about their life stages and
what they can do now compared with the past. Before giving
out the materials, ask pupils to think of examples for all the
different things in the example mural in activity 7 on page 39:
EPS Social Science
• Primary 2. Unit 3: Animals • Primary 2. All about history: My history
63
6 Reproduction: we are born and grow OFF BOO
K

Pupils will be able to: • A4 cards/papers for the surveys.
• Understand instructions and follow the rules of a game (respecting others’
opinions, taking turns etc.).
Survey!
• Explain that pupils will be doing a speaking activity to find out and activity. The pupil at the board can tick or cross, write Y or
information from their classmates. Direct them to the table in N, or Yes or No in each square in the table.
activity 6 on page 38. • Tell pupils that they are going to do this activity by asking 5
• Read through the questions in the first column one at a time, different friends the questions. They should record answers in
check comprehension and drill pronunciation. Focus on tables copied into their notebooks (they will need 5 tables, but
question intonation, rising at the end. they don’t need to copy the questions for each one).
• Copy the table or project it onto the whiteboard and model • Give pupils some time to do the activity, circulating and helping,
the activity by getting pupils to ask you the questions. Have one correcting pronunciation or other mistakes as you hear them.
pupil come to the front and explain to them that they are going When pupils have finished, ask them to look at their results and
to write your answers in the table. They should tick boy/girl see if there are many similarities or differences between their
according to your gender. friends’ abilities. Then feedback as a class and see if you can
• Nominate different pupils to ask you the questions for each age make generalised comments on the results.
range, and you answer with Yes, I can. or No, I can’t. for each age
64

Pupils will be able to: • Scissors.
• Make a life wheel. • A4/A3 sheets card/paper.
• Follow the rules of a game. • Glue.
• Paper fasteners.
Teacher's resources • Coloured pens/pencils/paints.
• Poster.
Hands on! Make a Stages

of Life Wheel
• Tell pupils that they are going make a speaking game to play pierce the card with the pencil in the centre point, matching
with a partner. that of the wheel behind it. Take a paper fastener and attach
• Direct pupils to the cut outs section of their books, page 135, the wheel to the card. Ask pupils to copy you and go around
and tell them to cut out the template following the dotted lines. checking they have pierced the card correctly and giving out
paper fasteners. Repeat for the other wheel.
• Hand out one piece of A4 card, which can be in different
colours, to each pupil. • Show pupils how the wheels can spin around, and how you can
match the pictures to the words by doing so. Do a couple of
• Have pupils cut out the two wheels and set them to one side. examples and get them to copy you.
The remaining template with the text on it should be glued to
the A4 card, in the centre. • In pairs, the pupils take one set of wheels. Student A turns their
wheel, choosing a picture and asking What can a/an (child/
• Tell pupils they are then going to attach their wheels to the card, elderly person) do? Their partner responds by turning the wheel
but in a way which allows the wheels to spin. They will need to to match the correct word or age range and replies A/an (child/
add something like a joint to attach them to the card. elderly person) can….
• Demonstrate by piercing a hole in the yellow centres of the • Repeat until they have covered all the pictures, then swap roles.
wheels, using a sharp pencil, and have pupils copy you. Place one Feedback ideas as a class, asking each pair to model an example
of your wheels onto the card in the right place (with the curves for you.
in line with the template, as it was before being cut out) and
65
Make a change 3
Audioscript Then, breathe out. Feel that you are free of the strings and negative
feelings and emotions. You are in control and you feel relaxed.
19 Mindful eating Change those negative thoughts. You now have positive, happy
Sit down comfortably. Relax and breathe deeply. feelings and thoughts.
Now, look at the piece of chocolate. What shape is it? What size is it?
What colour is it? How does it smell? What sensation is there in your Answer key
mouth, as you look at the chocolate? What feeling is there in your
stomach? Pick up the chocolate slowly. Hold it in your fingers and look 1 1) rabbit; 2) watch; 3) being young again; 4) son’s birthday; 5)
at it. What does it feel like in your hand: its texture, temperature? his mobile.
Bring the chocolate slowly to your lips. Slowly open your mouth. 2 The old woman should be circled in blue.
Put the chocolate on your tongue. Wait a moment. Do not bite
The woman should be circled in green.
it yet. What does your mouth want to do? Take a few moments,
then bite it. Feel the texture on your tongue and in your mouth. The child should be circled in red.
What can you taste?
1 Mindfulness is knowing how our body and mind feel. It helps
Now bite into it. Think about the taste and how it feels. Don’t us because we understand what is happening around us right
swallow it immediately. Feel the chocolate going down as you now.
swallow. Refocus on your mouth and your stomach. What you are
feeling? 2 Mindful eating: for living the present using our senses; for our
concentration.
The puppet
Sit down comfortably. Breathe deeply. Close your eyes and imagine The puppet: for relaxation and managing stress; for controlling
you’re a puppet. What colour is it? What does it look like? Feel our emotions and calming down.
relaxed.
Now imagine you’ve got a string over your head. It’s pulling your
head up. Imagine you’ve got 2 strings pulling your feet and 2 strings
pulling your hands. Think about the negative feelings, thoughts
and emotions that are worrying you now (sad, unhappy, scared…).
Breathe in deeply. Imagine the strings pulling all those negative
feelings away.
66
Term 1
Learning outcomes
• Understand what mindfulness is and why it is practised worldwide.
• Focus their attention on the present.
• Understand the importance of calm and relaxation techniques for our bodies.
Teacher's resources
• Audio.
Let's Investigate • Introduce the two mindfulness exercises in Activity 2. Before

playing the audio, make sure every child has a piece of chocolate,
• Refresh Group 3 to bring the information related to mindfulness for the mindful eating exercise. If you have to, swap pieces of
you asked for at the beginning of the term. Write the key chocolate for strawberries or ripe slices of mango. Also make
vocabulary related to it on the board and prepare a poster with sure the atmosphere is calm and comfortable - mats are a very
all the information. Make sure kids understand that mindfulness good option for sitting down and relaxing. Turn down the lights
is about focusing attention on the present and not worrying and use relaxing music if you wish. After doing the first exercise,
about the past or future. lead students in a conversation about the difference between
• Then, ask pupils to look at the picture on page 40. Ask: What is the ways they experienced the chocolate at each moment.
happening? Check the grammar structure What are you/ is he • Then, do the second exercise (The puppet). Help pupils to
or she doing? I am /You are/ He or she is … +ing. Then, review visualise the activity by bringing a string puppet to class, as in
the vocabulary for the stages of life using Flashcards 17-21. Pupils the picture. Let the kids touch it and explain the activity as if
work in groups on Activities 1 and 2. Then, ask one person from the puppet is talking to them. Pupils need to be sitting on their
each group to read and correct the sentences. chairs comfortably. Play the audio and lead a discussion after
• I WONDER. Write the ‘I wonder’ question on the board. Ask the class, once more. Ask the pupils how they felt during the
pupils to think of situations when they are living in the past or exercise and be patient if this first time it is not successful.
in the future, e.g., we are living in the past when we are looking • Ask pupils to go to My Learning Notebook (page 24-25).
at a photo album or talking about our holiday last year, And we
are living in the future when we write a letter to the Three Wise
Men or Father Christmas. Explain that elderly people often live Wrap up
in the past and adults often think about the future. Ask their • You can also practise guided meditation as a mindfulness
feelings and thoughts about it. exercise. Ask students to sit cross-legged and close their eyes.
Remind them of the abdominal breathing they practised: start
Action by asking them to pay attention to the way their bellies expand
as they breathe slowly in through their noses and the way their
• Take the poster from the previous session and compare it to bellies come in as they breathe slowly out through their noses.
the mindfulness definition in Activity 1. Focus on the concept
of calm, so you can help your students to be more relaxed with
• Next, start describing a physical environment for them to
imagine, like a beach or a meadow. Keep adding details for them
themselves and with their interactions with other classmates.
to think about and imagine, as you go through the mindfulness
• In order to teach mindfulness to your students it’s important to practice. Finish by asking them to return to paying attention to
try it out yourself. Mindfulness has been tested in many schools their breathing and bellies and then gently open their eyes.
and has proved to have many benefits for children: an increase
in concentration and greater focus on tasks, better relationships
• You might consider following this or any other short meditation
by having students draw or otherwise visually represent their
and interactions with one another, better listeners to their peers
meditation experience.
and to themselves, less conflicts, better self control… etc.
EPS Social Science
• Primary 1. Unit 6: How we move • Primary 2. Term 3. All about history. How can we preserve
the past?
67
Visual summary
Let's get started Let's practise

• Ask pupils to look at the 'Visual summary'. Revise the vocabulary • Now, rotate the groups so that everyone is working with a
from each topic. First write the title on the board, then read one different mind map to the one they were working on previously.
of the words related to that topic and ask the pupils to point to Ask pupils to look back through the units covered over the
it on the page. Use the poster without words. For example, write course of the term and to write another word or sentence
Digestive system on the board, then ask: Can you point to the relating to one of the words already on the mind map and draw
stomach? another picture.
• Prepare three pieces of art paper. Write each of the following • Ask pupils to go to My Learning Notebook (pages 24-25).
titles in the middle of one of the pieces of art paper: Nutrition,
Interaction, Reproduction. Position them in different parts of the
classroom. Now hand out flashcards and word cards 1-21 so that
Wrap up
pupils have one each. Ask pupils to come up to the front of the • Display all of the mind maps at the front of the class. Deal out
class one at a time and show the class their flashcard/word card. the word cards and flashcards again and ask pupils to come to
Now ask them to go and stand next to the correct topic. Ask the front one at a time and find the word/picture that matches
the class to help by pointing towards where they should stand. their card and read it out to the class.
Let's understand
• Make a mind map of what pupils have learnt over the course
of the term. Ask each pupil to copy the vocabulary from their
word card onto the art paper for their topic. Ask them to work
together so that the vocabulary is spread out around the title
like a mind map. Tell pupils they can use the mind map in My
Learning Notebook as a guide. Ask each pupil to draw a picture
relating to the word or phrase they wrote down. They can use
the flashcard to help them or think of something themselves.
68
Review All about vital functions Term 1
Audioscript 5 Down: 1. biceps. 2. Backbone. 3. Skull.

Across: 4. ribs. 5. Femur. 6. Pectorals. 7. knee.
20 1. The boy is eating a sandwich.
6 [Stickers]
2. A little girl is feeding a rabbit.
baby, child, teenager, adul, elderly person.
3. Two friends are playing on the beach.
6. A little boy is starting to walk.
21 nose – lungs – trachea

stomach – teeth – intestines
Answer key
1 From left to right: 1, 2, 4, 3.
1. Interaction. 2. Interaction. 3. Nutrition. 4. Reproduction.
2 Group 1 (respiratory system) should be circled: nose, lungs,
trachea.
Group 2 (digestive system) should be circled: stomach, teeth,
intestines.
3 The blood transports nutrients from food and oxygen from the
air.
The heart pumps the blood.
The blood goes to all parts of the body.
4 The senses give us information from the world.
We detect the things around us with our senses.
We detect a danger. Then we respond by moving.
69
Making the change

10 1. Hearing 7 1) hearing – picture 2; 2) taste – picture 1; 3) sight – picture 5;
2. Taste 4) touch – picture 3; 5) smell – picture 4
3. Sight 9 1) smell/hearing; 2) sight; 3) touch; 4) hearing/sight/touch; 5)
4. Touch smell
5. Smell
70
Term 1

Pupils will be able to: • Mats.
• Work together to teach other classmates about relaxation, meditation and • Lighting.
breathing techniques. • Video camera.
• Prepare a video. • Continuous paper.
Big Question • When all of the presentations are finished, ask each group to
say something they liked about the other groups. Help them by
• Write the 'Big Question' on the board. Ask pupils to read it. Tell writing a model sentence on the board: I liked their presentation
pupils that you are going to work together as a class to find an because …
answer to the question.
• ONE STEP FORWARD. Help pupils to prepare a card with a
• Now write the 'I wonder' questions on the board one at a picture of one of their favourite relaxation techniques, breathing
time and do a brainstorming session. Each time, ask additional exercises or mindfulness activities, from the term. Encourage
questions to help pupils think about the answers: them to decorate it, include the benefits, and show it to their
−− Can we control our emotions by respiration? To help pupils parents to practise at home.
think about this question, ask: How do you feel when you are
calm? And when you’re angry? When do you think abdominal
breathing is a good idea?
Action
−− Why is it important to understand our body and learn flexible • Ask pupils to turn to page 7 of the book. Draw their attention
movements? Ask: Do you know your body well? Do you to the 'Action' section and explain that they are going to record
understand your feelings? Show them pictures or videos of a video for other students at the school to show the benefits of
elderly people practising yoga or Tai Chi and ask: Would you practising the exercises they did over the term during the three
like to be flexible when you grow up? Why is it important to 'Make a change' sessions (pages 25, 35 and 41).
pay attention to our body? What are the consequences of not • Help pupils to set a date for recording the video.
paying attention to our bodies? • Write a checklist on the board as a class. Ask pupils: Is that
−− How can we live in the past, in the present or in the future? Is everything? Are we ready, now?
age important? Lead the discussion to the different ways we • Ask pupils to go to My Learning Notebook (pages 28-29).
can imagine living in the past (remembering) or in the future
(planning). Focus on how important it is to live in the present
and pay attention to what we are doing now. Tell students not Wrap up
to do lots of things at the same time… etc. • Ask pupils: Do you like the idea of recording the video? Do you
• Now, divide pupils into four groups, and ask them to prepare a think you are making a positive change to the other students at
poster showing the benefits for their body and well-being of one school? Why? Ask if everybody is happy to record the video and
of the exercises they practised over the term during the three make sure shy students are comfortable with participating.
'Make a change' sessions (pages 25, 35 and 41). Tell pupils that
when they present it to the class, they should to try to speak
loudly and clearly, be concise and to look at their classmates as
they are talking. Encourage everyone from each group to take
part in the presentation.
EPS Social Science
• Primary 2. Unit 1: Routines Primary 1. Term 1. All about my life: Daily routines and healthy
habits
71

Guia Pag70 Ud01

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Guia Pag70 Ud01

Загружено:

Авторское право:

Доступные форматы

Natural

What is más Savia?

TERM 1 CONTENTS: ‘All about vital functions’

TERM 1 SERVING-LEARNING PROJECT: ‘Video: Be mindful’

Big Question: Can we

4 más Savia project

NATURAL AND ENGLISH

NATURAL ENGLISH Unit 1

más Savia project 5

Interactive and Teacher’s Resources

An introduction to the term.

An explanation of the Big

The suggested distribution of

A reference to the Teaching

A description of the aims and

8 Term classroom management

Classroom Term Classroom

Consult the Cooperative Learning

Term classroom management 9

Pupils see a step-by-step visual

The Big Question is related to

List of the learning outcomes and

Teaching notes for developing the

The lesson audioscript.

A warm-up picture and task

10 Term classroom management

The Learning path has pictures

The three steps of the Project are

The Teaching notes help the

What do I know? and What

do I want to know? Pupils

Passport portfolio for

Term classroom management 11

Referente to the video.

Prior knowledge is activated. An

Listening and speaking activities

Referente to the song.

Theory box that summarizes

Total Physical Response activity

An online interactive challenge.

Critical thinking activity to put

Hands on activity suggested to do

A pause question assesses

12 Term classroom management

Teaching notes for developing the

Reference to the links to the EPS

The audioscript and Answer

The Teacher’s Book includes

Activities following the CLIL

methodology offer additional

Term classroom management 13

The Action activities show the

Critical thinking activities review

The I wonder question helps

The Teacher’s Book includes the

learning outcomes, the materials

Pupils record each stage of the

Activities to reinforce the lesson

14 Term classroom management

The Teacher’s Book includes notes

A mind map for each pupil to

Term classroom management 15

A reference to the online self- A reference to the interactive