Richmond

Natural
Science

PRIMARY
TEACHER’S BOOK

Natural Science 1 is a collective work, conceived, designed

and created by the Primary Education department at Santillana,
under the supervision of Antonio Brandi Fernández.

WRITER
Caroline Cooke

MANAGING EDITOR
Sheila Tourle

EDITOR
Vassilia Katte

PROOFREADING
Sheila Klaiber
 Contents
Introduction
Key competences����������������������������������������������������������������������������������������������������������������� iv

Multiple intelligences������������������������������������������������������������������������������������������������������������ v

Student’s materials��������������������������������������������������������������������������������������������������������������� vI

Teacher’s resources�������������������������������������������������������������������������������������������������������������� vII

Student’s Book�������������������������������������������������������������������������������������������������������������������� vIIi

Teacher’s Book��������������������������������������������������������������������������������������������������������������������� X

Student’s Book contents������������������������������������������������������������������������������������������������������ xII

Lesson plans
TERM 1 TERM 3

Unit 1.................................................... 4 Unit 7��������������������������������������������������� 60

Unit 2.................................................... 14 Unit 8.................................................... 68

Unit 3.................................................... 22 Unit 9: My project................................. 76

Final revision......................................... 82
TERM 2

Unit 4.................................................... 30 Audio transcripts.................................. 86

Unit 5.................................................... 40 Activity Book Answer key..................... 90

Unit 6.................................................... 50

ii
 Student’s Book
Opening pages

Number
and topic
4 Animals
Living things

—olou® t™æ livin@ thingfi.

of the unit High quality
1

illustrations
designed to
capture
students’
22 L”L”ooo§o§ a†a† A”A”cctivit¥
tivit¥ 11 an∂
an∂ wri†æ
wri†æ t™æ
t™æ naµefi
naµefi oƒoƒ t™æ
t™æ livin@
livin@ thingfi
thingfi.. attention and
animalfi introduce
the theme
plantfi
of the unit
3 R�ea∂ an∂ tic§ (✓) t™æ charac†eristicfi o£ livin@ thingfi.
T™e¥ a®æ bor>. T™e¥ grow. Know how to
Songs to How many children can you see?
KNOW HOW TO
box introduces
4.1

Are the children in the mountains or on the beach? T™e¥ mo√¶. T™e¥ ca> tal§.
reinforce Point to the wild boar. How many babies has it got? fiNal TaSK
T™e¥ ®eprodu©æ. T™e¥ d^æ.
How many rabbits can you see? Write an animal index the final task
language and card.
What can you see in the river?
A”l¬ livin@ thingfi a®æ bor>, grow, ®eprodu©æ an∂ d^æ. of each unit
key Science Point to the butterfly. What colour is it?

based on
concepts 30 thirty thirty-one 31

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students’
recently
Comprehension questions and speaking acquired
activities about the unit topic knowledge

Simple listening tasks related to

the activities. There are recorded
Information and practice pages
on the Class CD

4
Each unit is What animals eat 22 R�R�eea∂
a∂ an∂
an∂ matc™.
matc™.
clearly divided 4.2
4.2
• T™eßæ animalfi ea† ot™e® animalfi. ™erbivo®efi
into topics • T™eßæ animalfi ea† plantfi an∂ carnivo®efi
ot™e® animalfi.
• T™eßæ animalfi ea† plantfi.
omnivo®efi
S<oµæ animalfi S<oµæ animalfi S<oµæ animalfi Numbered
Short clear ea† plantfi. T™e¥ ea† ot™e® ea† plantfi an∂ 3 Pu† t™æ pictu®efi i> or∂e®. Wri†æ 1, 2 an∂ 3. activities to
a®æ ™erbivo®efi. animalfi. T™e¥ animalfi. T™e¥
texts make a®æ carnivo®efi. a®æ omnivo®efi. practise both
studying easier the key
11 Wha†
Wha† do
do t™e¥
t™e¥ ea†?
ea†? Wri†æ.
Wri†æ.
concepts
frui† grasfi fis™ µea†
and the
H”orßefi ea† . 4 Ußæ thæ §e¥ to colou® t™æ animalfi. language
L”ionfi ea† . carnivo®æ
M”on§eyfi ea† . ™erbivo®æ
Dolphinfi ea† .
omnivo®æ
Summary of
H’erbivo®efi ea† plantfi. »arnivo®efi ea† ot™e® animalfi.
Omnivo®efi ea† plantfi an∂ ot™e® animalfi. the concepts
in simple
34 thirty-four thirty-five 35

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English

viII
Know how to

The final task KNOW HOW TO

provides the Write an animal index card

opportunity to put 1 —hooßæ o>æ o£ t™eßæ animalfi an∂ comp¬e†æ

t™æ in∂e≈ car∂.
into practice recently Ωebrå crocodi¬æ
acquired skills and
knowledge
• Thifi ifi å .
• I† li√±fi .
• I† walkfi / fl^efi / swimfi / slit™erfi.

• I† hafi go† fu® / ƒeat™erfi / sca¬efi.

• I† ifi å ™erbivo®æ / carnivo®æ / omnivo®æ.

• I† ifi viviparoufi / oviparoufi.

Activities to 2 Wha†´fi you® favouri†æ

anima¬ i> t™æ zoo?
revise language M”¥ favouri†æ anima¬ ifi å
and personalize .
the final task
38 thirty-eight

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Revision

4
The final activities REVISION

provide a variety 1 —olou® t™æ livin@ thingfi.

of tasks to cover ¬eopar∂
ca@æ
the key concepts
learned in the unit
bir∂ roc§
flo∑±®

2 Wri†æ t™æ naµæ o£ a> anima¬.

A hafi go† fu®.
A hafi go† ƒeat™erfi.
A hafi go† sca¬efi.
A hafi go† å s™el¬.
3 —omp¬e†æ t™æ ßen†en©efi.
A lio> ifi å . I† eatfi ot™e® animalfi.
A gir¬ ifi a> . S™æ eatfi plantfi
an∂ µea†.
A gira‡£æ ifi å . I† eatfi plantfi.
thirty-nine 39

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Term revision
At the end of the book, a four-page final revision provides a variety of activities for accumulative
assessment.
Cooperative project
In compliance with the new National Curriculum, Natural Science also features a project
which students can work on throughout the school year.

IX
 Teacher’s Book
The Natural Science 1 Teacher’s Book reproduces all the sections of the Student’s Book
in full colour. In addition, it contains step-by-step instructions for each lesson. The structure
of each lesson is shown in clearly marked sections in the teaching notes:
• Objectives
• Key language
• Presentation
• Practice
• Work with the picture
• Reinforcement and Extension activities
• Values education activities
Each Teacher’s Book unit starts with a double-page programming spread.

Unit programming

4 Animals
This unit introduces the subject of animals’ bodies, how animals move, what they eat and how
they reproduce. Unit contents
•   How animals move
Unit outline
•   How animals protect their bodies List of contents
A visual map
•   What animals eat
Animals
CONTENTS •   How animals reproduce
for the unit
providing Livings things VOCABULARY
AND STRUCTURES
•   parts of animal bodies; herbivores, carnivores,
omnivores, born from their mother’s womb,
born from an egg, baby animals

an at-a-glance Animal bodies

•   Read and answer questions about animals’ 
bodies An overview of
summary of the
How animals move
•   Use colour-coding to show how  

What animals eat

animals protect their bodies
the content
unit theme and
•   Match words to sentences about what  
animals eat

How animals reproduce •   Classify animals as viviparous or oviparous

objectives and
topics •   Learn names of baby animals

Baby animals
KNOW HOW TO WORK WITH
•   Identify living things
•   Name animals’ body coverings
language
objectives and a
THE PICTURE
•   Sequence pictures about animals eating

Know how to Final task

summary of the
•   Describe a favourite animal

References to
Describe animals’ bodies Write an animal index card SPEAKING
•   Talk about how animals protect their bodies
Talk about how animals
reproduce

Know how to WRITING

•   Write names of baby animals
•   Describe herbivores, carnivores and omnivores main activities
and Final Task
FINAL TASK •   Complete an animal index card

sections
•   Appreciating the diversity found in the  
SUGGESTED TIMING FOR THE UNIT
VALUES animal world
EDUCATION •   Showing responsibility when keeping baby 
animals as pets
January February March

30 A 30 B

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A calendar to help Values education activities in the unit

organize the school year

X
 The main content objectives
Opening pages for each lesson
UNIT 4

Objectives 4 Animals
Animals
Living things list
Natura nce
intellige Objectives
• To introduce the main theme • To distinguish between living
of the unit
1 —olou® t™æ livin@ thingfi. and non-living things
• To learn the names of some animals • To distinguish between animals
• To recognize and name living and and plants
non-living things • To learn that living things are born,
grow, reproduce and die
Key language
• Key vocabulary and structures:
bird, butterfly, eagle, fish, flower,
Key language
• Key vocabulary and structures:
A summary
An introduction frog, grass, house, mountain, nest,
rabbit, tree, wild boar; look at
binoculars, boy, butterfly, deer,
eagle, flower, rock, tree; be born,
die, grow, reproduce, talk
of the
22 L”L”ooo§o§ a†a† A”A”cctivit¥
tivit¥ 11 an∂
an∂ wri†æ
wri†æ t™æ
t™æ naµefi
naµefi oƒoƒ t™æ
t™æ livin@
livin@ thingfi
thingfi..
to the lesson Presentation
• Show Ss a pen, a plant, etc. Ask: animalfi eag¬æ, ∂æe®, but†erfl¥, bo¥ Presentation vocabulary
Can a (pen) move about? Can it • Explain that plants and animals are
talk? Is it a living thing? Practise the
words living and non-living until Ss
are familiar with them.
plantfi flo∑±®, t®ææ living things because they are born,
grow, reproduce and die.
• Point to things in the classroom or
and key
Questions Work with the picture stic
Lingui nce
3 R�ea∂ an∂ tic§ (✓) t™æ charac†eristicfi o£ livin@ thingfi.
outside the window and ask Ss to
say living thing or non-living thing. language
• Ss look at the picture. Ask: Where intellige

to stimulate
are these children, in a town or in
the country? Point to the eagle.
Point to the frogs. Etc. Point to the
4.1
How many children can you see?
Are the children in the mountains or on the beach?
KNOW HOW TO
✓ T™e¥ a®æ bor>.
T™e¥ mo√¶.
✓ T™e¥ grow.
T™e¥ ca> tal§.
Practice
1. Colour the living things.
structures
• Write the names of the things on
house. What colour is it? What is fiNal TaSK

observation
Point to the wild boar. How many babies has it got? ✓ ✓
the boy doing? (He is looking at the Write an animal index
T™e¥ ®eprodu©æ. T™e¥ d^æ. the board: rock, eagle, deer, flower,
binoculars, butterfly, boy and
How many rabbits can you see?
bird’s nest in the tree.) card.
What can you see in the river? tree. Ss repeat and point to the

skills and
illustrations.
Know how to Point to the butterfly. What colour is it? A”l¬ livin@ thingfi a®æ bor>, grow, ®eprodu©æ an∂ d^æ.
• Ask about each picture: Is a (deer)
• Explain: In this unit, you will learn born? Do (trees) grow?
30 thirty thirty-one 31

to introduce
about living and non-living things. 2. Look at Activity 1 and write the
You will learn about animals’ main names of the living things.
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characteristics and eating habits.
• Write Animals and Plants on the

the main theme

• Explain the final task: You will learn board. Ask: Where should I write
how to write an animal index card. Reinforcement Reinforcement (flower)?
• Make true or false statements about the picture. Ss say True or False. There • Play Odd one out. Say three living things and one non-living thing or three 3. Read and tick (✓) the
Song
of the unit
are four children. (False.) There are two frogs. (True.) A house is a living thing. non-living things and one living thing: tree, flower, bird, pencil; book, door, characteristics of living things.
• T
he song in this unit can be practised (False.) Then, encourage volunteers to make more statements. tree, chair. Ss say which one is the odd one out. • Ask: Is a (rabbit) born? Do (trees)
at any moment. See teaching move? Does a (rock) die?
suggestions throughout the unit. Extension Extension

Audio tracks are 4.1

Play track 4.1. Song. The animal
rap! Ss listen. Explain that the
song is about animals’ main
• Ask: Have you ever been to the countryside in the spring? Did you see any
baby animals? What is your favourite baby animal? Ss draw a picture of their
favourite baby animal. Display the drawings in class.
• Ss make a mural of living and non-living things. They cut out photos from
magazines and glue them under headings: Living things and Non-living
things. Then, they make two subheadings for the section of living things:
References
to key
Animals and Plants. KEY COMPETENCES

clearly signposted
characteristics. Play the song
again and Ss sing the chorus.
Activity Book, page 16, Activity 1 Ss gain confidence using

competences
English to name living things.

30 31 students are
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expected to
A wide variety of optional develop in
reinforcement and extension activities the lesson

Information and practice pages Full-colour reproductions of

the Student’s Book pages

Key
4
UNIT 4
Animal bodies 2 Whic™ anima¬ hafi go† ba®æ ski>? Tic§ (✓) an∂ wri†æ.
Objectives Practice
vocabulary • To find out how some animals
protect their bodies
A”nimalfi pro†ec† t™ei®
bod^efi i> di‡£e®en† wayfi.
✓ 2. Which animal has got bare skin?
Tick (✓).
tail
and structures • To learn the names for body
coverings
• To learn how animals move
legs Ti@ers ha√¶ go† fu®. anteater frog leopard
• Ss look at the photos. Read the
names of the animals together. Ask:
Has the leopard got bare skin?

are presented
Repeat for all three animals.
wings Birdfi ha√¶ go† £eat™erfi. A fro@ hafi go† ba®æ ski>. 3. How do these animals move?
Key language
Write.
tail Fis™ ha√¶ go† sca¬efi.
in alphabetical
• Key vocabulary and structures:
• Ask: Do all animals move in the
anteater, bird, cat, fish, frog,
leopard, llama, lizard, mouse,
3 H”ow do t™eßæ animalfi mo√¶? Wri†æ. same way? How does a (shark)

peacock, snake, shark, squirrel,

Tortoißes ha√¶ go† å s™el¬. move? (It swims). Ss do the activity

order
orally, then write the answers in
stork, tiger, tortoise; fin, leg, tail, tail Frogfi ha√¶ go† ba®æ ski>. their books.
wing; bare skin, feathers, fur, scales,
ca† stor§ • Explain that many animals move in
shell; fly (flies), has got/have got, shar§ more than one way. Say: Storks can
protect, walk, slither, swim; in the
air, in water, on land fins A ca† walkfi o> lan∂. fly and walk.

Ideas to Presentation
1 H”ow do t™eßæ animalfi pro†ec† t™ei® bod^efi?
A stor§ fl^efi i> t™æ ai®.
• When Ss have finished, ask more
questions to reinforce knowledge.
Say: How does a (cat) move?
• Use pictures of animals to illustrate

introduce the shar§ Ss: It walks.

bare skin, feathers, fur, scales, shell. Ußæ t™æ §e¥ to colou®. A swimfi i> wa†e®. 4. Read and circle the animal.
Ask: Has a (fish) got (bare skin)?
T™e¥
T™e¥ ha√¶
ha√¶ go†
go† fu®.
fu®. T™e¥
T™e¥ ha√¶
ha√¶ go†
go† ƒeat™erfi
ƒeat™erfi.. • A volunteer mimes the action of

topic and
• Ss look at the photos and identify
slithering. Ask Ss how a mouse
the three animals: Point to the
(tiger). Say (tiger). Ask: Which T™e¥
T™e¥ ha√¶
ha√¶ go†
go† sca¬efi
sca¬efi.. 4 R�ea∂ an∂ circ¬æ t™æ anima¬. moves. Ss circle the snake.
animal has got (fur)?
A sna§æ slit™erfi o> lan∂.
motivate • Use flashcards to introduce the
main parts of the animals’ bodies.
A”nimalfi ha√¶ got fu®, ƒeat™erfi, sca¬efi o® å s™el¬
students. Fun
Ask: Has a (tiger) got legs or wings?
Has a (bird) got fins or wings? Etc.
• Ask Ss to move in different ways:
to pro†ec† t™ei® bod^efi. Cross-reference
activities which
walk, jump, run, etc. Ask: Do
animals move? Mime the actions to
teach fly, slither, swim and walk.
32 thirty-two

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thirty-three 33

17/07/2014 11:04:59
to the Activity
students can
• Say the name of an animal (stork)
and Ss mime the action (fly).
Reinforcement Reinforcement
Book
Practice • Divide the class into two groups. Using words from pages 30 to 33, Ss play • Elicit: How does a (butterfly) move? Etc. Divide the class into groups and

relate to their 1. How do these animals protect

their bodies? Use the key to
Hangman. Choose a word and mark a dash on the board for each letter. Ss
take it in turns to say letters. When they say a letter from the word, write it
in, when they don’t, fill in parts of a ‘hanged man’ stick figure. Ss win if they
give each one an action (It flies. Etc.) Each student draws an animal which
belongs to that particular group. Then, make a display with the drawings.

Activity Book, page 16, Activity 2

personal
colour.
guess the word before the stick figure is ‘hanged’.
• Ss look at the illustrations. On the and page 17, Activity 1
board, write llama, bird, lizard,
Extension Activities
experience
peacock, squirrel and snake. Ask: Values education
Has a (squirrel) got fur or scales? • Draw a mixed-up animal on the board. In pairs, Ss draw a mixed-up animal,

to stimulate
• Ss appreciate the diversity found in the animal world. Talk about the
Etc. for example, an elephant with a shell, a cat with feathers, etc. Then, they
similarities and differences between animals. Show Ss flashcards of a bird
invent a name for their animals and describe them to the class.
and a fish. Ask: How are they similar/different? (Both have got a tail. The bird
has got wings. The fish has got fins.) Etc.

values
32 33 education
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XI
 Student’s Book 1 Contents

Contents

Unit
Unit Natural
Natural Science
Science Syllabus
Syllabus Topics
Topics

People
People and
and health
health Parts
Parts of
of the
the body
body
Your
Your body
body can
can bend
bend
11 Your
Your body
body
Your
Your hands
hands
44
People
People and
and health
health Healthy
Healthy habits
habits
Good
Good hygiene
hygiene
22 Being
Being healthy
healthy
Looking
Looking after
after your
your body
body
14
14
People
People and
and health
health Daily
Daily meals
meals
Healthy
Healthy food
food
33 Healthy
Healthy food
food Food
Food groups
groups
22
22
Living
Living things
things Living
Living things
things
Animal
Animal bodies
bodies
44 Animals
Animals How
How animals
animals move
move
30
30 What
What animals
animals eat
eat

Living
Living things
things Where
Where animals
animals live
live
Wild
Wild and
and domestic
domestic animals
animals
55 Other
Other animals
animals What
What domestic
domestic animals
animals give
give us
us
40
40
Living
Living things
things Plants
Plants are
are living
living things
things
Parts
Parts of
of aa plant
plant
66 Plants
Plants Wild
Wild plants
plants andand plants
plants we
we grow
grow
50
50
Matter
Matter and
and energy
energy What
What are
are things
things made
made of?
of?
Where
Where materials
materials come
come from
from
77 Using
Using materials
materials Different
Different materials
materials and
and their
their
60
60 properties
properties

Machines
Machines and
and technology
technology Machines
Machines help
help us
us
Jobs
Jobs and
and machines
machines
88 Machines
Machines Simple
Simple and
and complex
complex machines
machines
68
68
AA cooperative
cooperative project
project on
on
99 My
My project:
project: animals
animals in
in danger
danger of
of extinction
extinction
Animals
Animals in
in danger
danger
of
of extinction
extinction
76
76
FINAL
FINALREVISION
REVISION

2 two

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xII
 Topics
Topics Know
Know how
how to
to Songs
Songs

Parts
Parts of
of the
the face
face Choose
Choose thethe right
right clothes
clothes for
for My
My five
five senses
senses
Your
Your senses
senses different
different activities
activities
What
What your
your senses
senses can
can do
do

Good
Good and
and bad
bad behaviour
behaviour Look
Look after
after your
your teeth
teeth Healthy
Healthy habits
habits
Sports
Sports are
are healthy
healthy
Protecting
Protecting your
your body
body

Foods
Foods from
from plants
plants Choose
Choose foods
foods for
for your
your lunch
lunch Where
Where can
can II get
get the
the food
food that
that
Foods
Foods from
from animals
animals II eat?
eat?

How
How animals
animals reproduce
reproduce Write
Write an
an animal
animal index
index card
card The
The animal
animal rap!
rap!
Baby
Baby animals
animals

Animals
Animals inin danger
danger ofof extinction
extinction Choose
Choose aa pet
pet Where
Where the
the animals
animals live
live
Mammals
Mammals and and birds
birds
Reptiles,
Reptiles, fish,
fish, amphibians
amphibians

How
How farmers
farmers grow
grow plants
plants Identify
Identify fruits
fruits and
and vegetables
vegetables
Plants
Plants help
help us
us in
in aa market
market
What
What plants
plants give
give us
us

Recycling
Recycling materials
materials Identify
Identify changes
changes in
in materials
materials
Recycling
Recycling bins
bins

How
How machines
machines work
work Identify
Identify the
the parts
parts of
of aa machine
machine
Computers
Computers

three 3

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xIIi
 6 Plants
This unit introduces the subject of plants. It explains the parts of a plant and what
a plant needs to grow. It describes the difference between wild plants and crops,
and it explains how plants help us.

Unit outline

Plants

Plants are living things

Parts of a plant

Wild plants and plants we grow

How farmers grow plants

Plants help us

Materials we make from plants

Know how to
Talk about what plants Final task
need to grow Identify fruits and vegetables
Distinguish between in a market
wild plants and crops

SUGGESTED TIMING FOR THE UNIT

January February March

50 A
Unit contents
•  Plants are living things
•  Parts of a plant
•  Wild plants and crops
•  How farmers grow plants
CONTENTS
•  Materials and products we get from plants

VOCABULARY •  parts of a plant; air, soil, sunlight, water; cotton,

AND STRUCTURES perfume, wood; crops, wild plants; dry, wet

•  Recognize what plants need to live

•  Identify the parts of a plant
•  Differentiate between wild plants and crops
•  Identify the best conditions for plants to grow
•  Recognize some different uses of plants

•  Sequence pictures about the life cycle  

WORK WITH of a plant
THE PICTURE •  Label the parts of a plant
KNOW HOW TO •  Identify the best place for a plant to grow

•  Name fruits with one seed and many seeds

SPEAKING
•  Talk about what we get from trees

•  Label the things a plant needs to grow

WRITING
•  Write about how farmers grow plants

  FINAL TASK •  Classify fruits and vegetables

•  Appreciating how plants contribute to the

VALUES beauty and balance of nature
EDUCATION •  Understanding that we must care for plants  
as sources of products that we need

50 B
Objectives 6 Plants
Plants
• To introduce the main theme
of the unit
• To develop observational skills

Key language
• Key vocabulary and structures: air,
ant, bee, bird, cloud, country,
flower, magnifying glass, nest, sky,
soil, spring, squirrel, sunlight, tree,
watering can; observe, plant (a
tree), take (a photo), water (a plant)

Presentation
• Ask: Do you go to the country?
What do you like doing in the
country? What can you see in the
country? Elicit names of animals
and plants.

Work with the picture

• Ss look at the picture. Ask: Where
are the children? (In the country.)
How many children can you see?
KNOW HOW TO
Then, say: Point to the birds. Where Where are the children, in a town or
are they? (Some are in the sky. in the country?
FINAL TASK
Some are in their nests.) What What are the children doing?
Identify fruit and
animals can you see? Point to the Can you see any tall trees? vegetables in a market.
girl with the magnifying glass. Point
Can you see any red flowers?
to the boys planting a tree. Point to
the boy taking a photo. Point to the What season is it?
girl with a watering can.
50 fifty

Know how to ES0000000022355 653497-Unidad 06_14731.indd 50 17/07/2014 11:02:44

• Explain: In this unit, you will learn

that plants are living things. You will
also learn the parts of a plant and
how plants help us.
• Explain the final task: You will learn
about different fruits and
vegetables.
Reinforcement
• Use flashcards or photos from magazines of flowers and trees. Call
a student to the front of the class. The student takes a card and says
if it is a flower or a tree.
Extension
• Show Ss flashcards of trees in different seasons. Explain: In spring, trees
have got green leaves. In summer, some trees have got fruits. In autumn,
trees have got orange and brown leaves. In winter, some trees have got no
leaves. Ask Ss to draw a tree in their favourite season.

50
 UNIT 6
Plants are living things
1 Wha† do plantfi >æed to li√¶? Wri†æ.
Objectives
• To recognize what plants need
to live
air soil water sunlight
• To know that plants grow and
change
• To identify plants as living things

sunligh† Key language

• Key vocabulary and structures: air,

ai® wa†e® plant, seed, soil, sunlight, tree,

water; grow, live, need

Presentation
• Bring a healthy plant to class. Put it
soi¬ in a sunny window. Place a glass of
water next to the pot. Ask: How can
atical I look after the plant? What does it
l-mathem
2 Pu† t™æ pictu®efi i> or∂e®. Wri†æ 1, 2, 3 an∂ 4. ica
Log ntelligenc
i
e need? Elicit sunlight and water.
Point to the soil in the pot: What
4 2 3 1 else do plants need? Elicit soil.
• Then, say: Plants also need air to
live.

Practice
1. What do plants need to live?
Write.
• Point to the elements in the picture
Plantfi a®æ livin@ thingfi. T™e¥ >æe∂ ai®, soi¬, and ask: What is this? (This is a
tree/the Sun/rain/soil/clouds.)
wa†e® an∂ sunligh† to grow. • Ask volunteers to read out the
words and check pronunciation.
fifty-one 51
• Help Ss by providing the first
ES0000000022355 653497-Unidad 06_14731.indd 51 17/07/2014 11:02:46
answer. Say: Look at the air
blowing. Plants need air to live. Ss
write the word air. Ss write the other
Reinforcement three words. Check as a class.

• Divide Ss into groups of three. One is a plant, one is the water, with a watering 2. Put the pictures in order. Write
can, and the third is the Sun, holding a picture of the Sun. Ss act out. S1: I am 1, 2, 3 and 4.
a seed. I am growing (stretches upwards). S2: I need lots of water (waters the • Remind Ss about plants being living
plant) and sunlight. S3 holds the Sun above the plant. things. Elicit: Plants are born, grow,
reproduce and die.
Extension • Ask Ss about each illustration: What
• Show Ss a chickpea. Say: This is a seed. What does it need to grow? Elicit is this? (This is a tree/a seed.) Has
ideas. Give Ss a cup, a name sticker for the cup, some cotton wool and a the tree got any leaves? Is it big or
chickpea. Ss put the chickpea on top of the cotton wool and add some small? Then, ask: What happens
water. Put all the cups in a sunny place and water a little every day. Ss draw first?
their plants on days 4, 7, and 10.

Activity Book, page 24

51
 Parts of a plant
Objectives
• To identify the different parts A”l¬ plantfi ha√¶ go† rootfi, leaves
of a plant å s†eµ an∂ ¬ea√±fi.
• To learn the functions of different
parts of a plant T®æefi a®æ plantfi. T™æ s†eµ
• To identify different types of seeds o£ å t®ææ ifi cal¬e∂ å trun§.
Key language
M”an¥ plantfi ha√¶ go† flo∑±rfi, fruits flowers
• Key vocabulary and structures:
and soµæ plantfi ha√¶ trunk
parts of a plant: flower, fruit, leaf/ go† fruitfi.
leaves, root, stem, trunk; apple,
apricot, kiwi, peach, plum,
roots
watermelon; absorb, receive

Presentation
• Use flashcards and explain that
1 L”oo§ an∂ wri†æ t™æ partfi.
plants can be very different but all
plants have got roots, leaves and frui† flo∑±®
a stem.
• Show Ss a picture of a flower and s†eµ ¬ea√±fi
a tree. Explain that the stem of a
tree is called trunk. Write stem and
trunk on the board. Say: A tree rootfi
trunk is strong and cannot bend
easily, whereas a flower stem can
bend and break easily.
• Bring fruits to class and elicit their
2 R�ea∂ an∂ matc™.
names.
• Cut a real orange in half and show
T™æ ¬ea√±fi • • absorb wa†e® froµ t™æ soi¬.
the pips. Say: This is an orange pip.
It is a seed. A new orange tree T™æ rootfi • • ®e©ei√¶ sunligh†.
grows from this seed.
52 fifty-two

Practice ES0000000022355 653497-Unidad 06_14731.indd 52 17/07/2014 11:02:47

1. Look and write the parts.

• Point to the different parts of the
strawberry plant and ask questions:
What’s this? Is this a (flower)?
2. Read and match.
• Draw a plant on the board. Use
blue arrows to show how the water
goes into the plant through the
roots and up the stem to the leaves,
flowers and fruits. Draw the Sun
and use yellow arrows to show how
sunlight goes into the leaves.
Reinforcement
• Draw a plant on the board. Point to each part and say: What is this? Now,
close your eyes. Rub one part out. Say: Open your eyes. What’s missing?
Repeat for other parts.
Extension
• Make a large tree for a class display. Use cardboard from boxes for the trunk,
rolled up newspaper for roots and branches. Ss cut out leaves and colour
them different shades of green to stick onto the branches.
• Conduct an experiment with the class. Put a white flower in a glass of water.
Add a few drops of colouring to the water. Record the days when the flower
starts changing colour as it absorbs the water and colouring.

52
 6
UNIT 6
3 —olou® t™æ trun§ o£ t™æ t®ææ.
T™e>, comp¬e†æ. Practice
3. Colour the trunk of the tree.
T™æ trun§ o£ å Then, complete.
• Ask: What colour is the trunk of a
t®ææ ifi cal¬e∂ t™æ s†eµ. tree? Ss colour the tree trunk.
• Then, ask: What is the name for the
stem of a tree? Say: Now, write the
name.
4. How many seeds has each fruit
4 H”ow man¥ ßæedfi hafi eac™ frui† go†? Loo§ an∂ matc™. got? Look and match.
• Ss look at the fruits. For each
picture, teach the name of the fruits.
Write the words on the board.
• Ask: How many seeds has the
(peach) got? How many seeds has
man¥ sæedfi the (watermelon) got? Continue
with the other fruits.
• Check answers as a class.

o>æ ßæe∂
list
Naturaence
intellig

Plantfi ha√¶ go† rootfi, å s†eµ an∂ ¬ea√±fi.

M”an¥ plantfi ha√¶ go† flo∑±rfi an∂ fruitfi. S’æedfi
a®æ insi∂æ t™æ fruitfi.
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Reinforcement
• Draw two columns on the board with the titles one seed and many seeds.
Elicit the names of other fruits with seeds and write them on the board. Ss
make their own table and draw the fruits in the correct columns.

Extension
• Take Ss outside to identify the parts of real plants and trees. Ss compare
differences in trunks, stems, leaves, and flowers.
• Play True or false. Say sentences: The stem of a tree is called a trunk. /
A peach has got many seeds. / The leaves of a plant grow in the soil. Etc.
Ss say True or False for each sentence.

Activity Book, page 25, Activity 1

53
 Wild plants and plants we grow
Objectives
• To identify the differences between
wild plants and crops
• To understand how and why crops
are grown
• To learn about the different
conditions plants need to grow

Key language
• Key vocabulary and structures:
Wil∂ plantfi grow i> Wæ grow plantfi a† hoµæ.
crop, daisy/daisies, dandelion, man¥ pla©efi. Nobod¥ Farµerfi grow cropfi. Wæ
farmer, home, seed, sunflower,
wheat; dry, wet, wild; grow, harvest,
lookfi a‡†e® t™eµ. >æe∂ to loo§ a‡†e® t™eµ.
look after, plant, water
1 L”oo§ an∂ wri†æ wil∂ plantfi o® cropfi.
Presentation
• On the board, write wild plants and
crops. Ss look at the pictures.
Explain that wild plants grow in the
countryside. Nobody plants them or
waters them. Ask: Where do wild
plants grow? (In mountains, in
forests, etc.).
cropfi wil∂ plantfi
• Tell Ss that we grow plants in our
gardens. We plant them and water
them. Say: We grow plants for food
and decoration. Elicit plants
growing in a garden.
• Remind Ss about the life cycle of a
plant. Ask: What does a plant come
from? What do we do with the
wil∂ plantfi cropfi
seed? What happens next?
54 fifty-four
• Ss look at the first picture. Ask:
What is the farmer doing? Repeat ES0000000022355 653497-Unidad 06_14731.indd 54 17/07/2014 11:02:58

with the other two pictures. Teach

the word harvest.
• Elicit what plants need to live: Reinforcement
water, air, soil and sunlight. Write • Ask: Have you got any plants in your house? What plants have you got? Are
the words on the board. they in the garden or in the house? Do you look after the plants? Etc.
• Show Ss a picture with a flower in a pot. Ask: Do we grow this plant for food
Practice or decoration? Then, show them a plant with tomatoes on it. Ask: Do we
1. Look and write wild plants grow this plant for food or decoration? Ss then draw an example of each use
or crops. with the titles for food and for decoration.

• Write sunflowers, daisies,

dandelions and wheat on the board. Extension
Ss look at the pictures. Ask: Are • Ss work in groups to draw a scene in a garden, a park or the countryside
(sunflowers) wild plants or crops? with different plants. Volunteers show their drawing to the rest of the class
Did a farmer plant them? and point out the wild plants or the crops.

54
 6
UNIT 6
22 H”ow do farµerfi grow plantfi? L”oo§ an∂ wri†æ 1, 2 an∂ 3.
6.1
6.1
T™e>, comp¬e†æ. Practice
2. How do farmers grow plants?
2 1 3 Look and write 1, 2 and 3. Then,
complete.
• Ask: Which picture shows the first
thing the farmer does? Write 1 in
the box. Repeat with the other
pictures.
plants seeds crop
• Ss trace over the words and write
the missing word on each line.
Farµerfi plan† t™æ ßæedfi . Play track 6.1. Ss listen and point
to the correct picture. Then, they
Farµerfi wa†e® t™æ plantfi .stic 6.1
check their answers to Activity 2.
Lingui ence
intellig 3. Tick (✓) the best place to grow
Farµerfi har√±s† t™æ croπ . plants. Then, write wet or dry.
• Ss look at the first picture. Ask: Is
33 Tic§ (✓✓) t™æ ∫±s† pla©æ to grow plantfi. T™e>, wri†æ ∑±† o® dr¥. this a forest or a desert? Is there
sunlight? Is there air? Is there soil?
✓ Is there water? Are there many
plants? (There aren’t many plants
because it is dry.) Repeat for the
second picture.
• Ask: Which place is good for
plants? Why? Encourage Ss to
answer: Because it is wet. Then,
dr¥ ∑±† ask: Which place is not so good for
plants? Why? Encourage Ss to
answer: Because it is dry.
S<oµæ plantfi a®æ wil∂. Ot™e® plantfi a®æ cropfi.
Wæ grow plantfi fo® foo∂ an∂ ∂ecoratio>.
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Reinforcement
• Volunteers mime one of the activities a farmer does, for example, planting
seeds. The rest of the class looks and say: A farmer plants the seeds.

Activity Book, page 25, Activity 2

KEY COMPETENCES

Ss follow a sequence of
Values education
pictures to learn how farmers
• Draw a house. Ask: How can we make the house pretty? (By putting plants grow plants.
in the garden, on the windowsills, etc.) Draw some flowers in the garden. Ss
Ss learn to identify conditions
draw a garden with flowers. Display their work in class.
plants need to grow.

55
 Plants help us
Objectives
• To learn about the uses of plants Wæ
Wæ growgrow plantfi
plantfi fo®
fo®
• To identify what we obtain from di£ƒe®en†
di£ƒe®en† ®easonfi.
®easonfi.
different plants
• To recognize the edible parts S<S<ooµæ
µæ plantfi
plantfi giæ
gi√¶ ufiufi foo∂.
foo∂.
of plants

S<S<ooµæ
µæ plantfi
plantfi giæ
giæ ufiufi
Key language
• Key vocabulary and structures:
ma†erialfi.
ma†erialfi.
carrot, date, flower, fruit, furniture,
leaf/leaves, lettuce, olive/palm/ Wæ
Wæ ußæ ußæ soµæ
soµæ plantfi
plantfi toto
walnut (tree), paper, perfume, root,
tomato/tomatoes, wood; (Plants)
ma§æ
ma§æ πer‡uµefi.
πer‡uµefi.
give us (food), We make (clothes)
from (cotton)
1 Wha† ma†erialfi coµæ froµ plantfi? L”oo§ an∂ matc™.
Presentation
• Write these words on the board:
food, wood, decoration, perfume,
Wæ ma§æ clot™efi
clothes. Explain these are things froµ cotto>.
that plants give us.
• Use photos from magazines and
ask: What is this (table) made of?
Encourage Ss to say: It is made
Wæ ma§æ furnitu®æ
from (wood). an∂ paπe® froµ woo∂. PERFUME

• Revise food vocabulary using

flashcards and ask: Does this come
from a plant?
• Talk about the different parts of
Wæ ma§æ πer‡uµæ
plants we can eat. Use flashcards froµ flo∑±rfi.
to demonstrate. Say: We eat roots
(carrots, potatoes), stems (leeks,
56 fifty-six
asparagus), leaves (spinach,
lettuce), fruits (oranges, tomatoes) ES0000000022355 653497-Unidad 06_14731.indd 56 17/07/2014 11:03:03

and flowers (broccoli, cauliflower).

Practice Reinforcement
1. What materials come from • Show Ss photos from magazines, for example of a door, a book, a car,
plants? Look and match. a plate, medicine, gloves, etc.) Ask: Does (a plate) come from a plant?

• Say: Point to the plants. Tell Ss the
first plant is jasmine which smells
wonderful. The second plant is
cotton. The third plant is a tree.
• Then, say: Point to the (table). Ask:
What can we use to make a (table)?
• Volunteers read out the sentences.
Check answers as a class.
• Play Clever parrots. Say sentences: We use plants for food. / We use plants
for furniture. / We get milk from plants. Etc. Ss repeat them only if they are
correct.
Extension
• Ss draw their classroom or bedroom and label things that come from plants:
table (wood), curtains (cotton), book (paper), etc.

56
 6
UNIT 6
2 Whic™ partfi o£ t™eßæ plantfi do ∑¶ ea†? L”oo§ an∂ colou®.
Practice
rootfi fruitfi ¬ea√±fi 2. Which parts of the plants do we
eat? Look and colour.
lettuce • Say: Point to the tomatoes. Are
tomatoes roots, fruits or leaves?
tomatoes Repeat for the lettuce and carrots.
carrots • Hold up an orange crayon and say:
Colour the roots orange. Repeat for
the red and green colours.
• Check answers as a class.
6.2
6.2
3 L”oo§ an∂ wri†æ. 3. Look and write.
• Use flashcards and teach the words
walnut, olive and date. Write them
on the board. Bring these products
to class.
• Ss trace the sentences and
complete them. Then, ask a
volunteer to read out each
sentence.
Play track 6.2. Ss listen, point to

olives Oli√¶ t®æefi gi√¶ ufi oli√±fi . 6.2

the pictures and check their
answers to Activity 3.

walnuts Walnu† t®æefi gi√¶ ufi walnutfi .

dates Palµ t®æefi gi√¶ ufi da†efi .

Wæ @e† foo∂, ma†erialfi an∂ ot™e® productfi

froµ plantfi.
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Reinforcement
• Draw three columns on the board with the titles roots, fruits and leaves. Ask
Ss to name different fruits and vegetables and tell you which column they
should go in.

Activity Book, page 26

Values education
• Explain that it is important to look after plants. Ask: If there are no trees, there
is/are no…? Elicit paper, tables etc. In groups, Ss make a poster with title We
need plants, and draw objects made of materials from plants.

57
 KNOW HOW TO

Objectives Identify fruits and vegetables

• To apply knowledge acquired
in the unit to carry out a task 1 L”oo§ a† t™æ mar§e†. —rosfi ou† (✗) t™æ thingfi tha†
• To identify different fruits and a®æ no† fruitfi an∂ √±@etab¬efi.
vegetables
FRUITS AND VEGETABLES

Key language
• Key vocabulary and structures:
fruits: banana, orange, pineapple,
tomato/tomatoes, watermelon;
vegetables: carrot, lettuce, pepper;
egg, fish, sausage; market (stall)

Presentation
• Teach/elicit the food vocabulary
2 L”oo§ a† t™æ mar§e† agai>. Wri†æ t™æ wordfi
seen in the market stall in the fo® fruitfi an∂ √±@etab¬efi i> t™æ cor®ec† bo≈efi.
picture. Write it on the board.
• Explain that a tomato and a pepper FRUITS VEGETABLES
are really fruits, however most
people think they are vegetables.
wa†erµelonfi ¬ettu©efi
• In two columns on the board write
from plants / from animals. Ask: Do
pi>eapp¬efi πepπerfi
(eggs) come from an animal or a
plant? Ss suggest foods for bananafi tomatø±fi
each column.
oran@efi carrotfi
Practice
1. Look at the market. Cross out (✗)
the things that are not fruits and 3 S<a¥ wha† fruitfi an∂ √±@etab¬efi yo€ li§æ ∫±s†. O. A.
vegetables.
• Say: Point to the (carrots). What
colour are they? Do they come from 58 fifty-eight
an animal or a plant?
ES0000000022355 653497-Unidad 06_14731.indd 58 17/07/2014 11:03:07
2. Write the words for fruits and
vegetables in the correct boxes.
• Write the words Ss need on the Reinforcement
board. Ss look at the market stall
• Play a guessing game. Say: I am thinking of a food. Ss ask questions: Does
and complete the activity in their
it come from a (plant)? Is it (green)? Is it (big)? Etc.
book. Remind them that tomatoes
and peppers can go either box.
3. Say what fruits and vegetables
Extension
you like best. • In groups, Ss draw market stalls selling different fruits and vegetables. They
• Ask: What fruits/vegetables do you play at visiting different stalls and asking: Have you got any (bananas)? Yes,
like best? Write their suggestions on here you are. / No, I’m sorry!
the board. • Remind Ss that it is very healthy to eat fruits and vegetables every day. Ask:
• Ss practise the question in pairs. What fruits and vegetables do you eat every day? Ss draw a chart with days
of the week and a column for fruits and another for vegetables. Ask them to
complete it daily and share it with the class.

58
 6
REVISION
UNIT 6

1 —irc¬æ t™æ ob∆ectfi ma∂æ froµ plantfi. Objectives

• To revise key vocabulary
and concepts from the unit
• To give Ss the opportunity to
evaluate their own learning

Key language
• Key vocabulary and structures:
revision of Unit 6
ical
22 Wri†æ
Wri†æ t™æ
t™æ partfi
partfi oƒoƒ t™æ
t™æ plan†.
plan†. l-mathemat
1 Logicantelligence
i Presentation
1
2 ƒ ® € ^ † • Ask: What can we make from
plants? Write their suggestions on
3 ¬ æ å v æ fi the board.

2
3 o • Draw a plant on the board and ask
volunteers to label the different
4 w parts.
5 4 fi † æ µ
Practice
5 ® o o † fi 1. Circle the objects made from
plants.
3 Ußæ t™æ §e¥ an∂ circ¬æ. • Ask Ss about each picture: What is
this? Elicit perfume, car, T-shirt,
flo∑±® frui† bowl and chair. Then, ask: Is a (car)
made from a plant?
2. Write the parts of the plant.
• Ss look at the picture. Ask: What is
number one? Now, write the word
in the crossword. Continue with the
rest of the numbers.
3. Use the key and circle.
fifty-nine 59
• Point to each illustration and ask:
ES0000000022355 653497-Unidad 06_14731.indd 59 17/07/2014 11:03:11 What is this? Elicit the words rose,
pear, carnation, raspberry,
courgette, daisy, fig and tulip. Is a
Reinforcement (rose) a flower or a fruit? Then, hold
• Write false sentences on the board: A plant needs orange juice to live. / The up a yellow crayon and ask Ss to
roots of a plant absorb sunlight. / Olive trees give us dates. / A rose is a fruit. circle the flowers.
Etc. Ss correct them orally. • Ask: How many flowers are there?
How many fruits are there?
Extension
• Take Ss around the school looking for plants. Take photos to make a class
display. Ss can draw the plants and write a description. Encourage them to
write: This is a rose. It is a flower. It has got a stem. We make perfume from
roses.

59