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Richmond

TEACHER’S BOOK Natural Science 4 is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of Teresa Grence Ruiz.

WRITER Mady Musiol MANAGING EDITOR Sheila Tourle PROJECT EDITOR Geona Edwards EDITOR Beatriz Bejarano del Palacio PROOFREADING Jane Drummond James Price Saffron Frankland

PRIMARY

Natural Science

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 Student’s Book project���������������������������������������������������������������������������������������������������������� 4

Lesson plans TERM 1

TERM 3

Unit 1.................................................... 6

Unit 7................................................... 74

Unit 2.................................................... 16

Unit 8.................................................... 84

Unit 3.................................................... 26

Unit 9.................................................... 94

Term revision........................................ 36

Term revision...................................... 104

TERM 2

My project.......................................... 106

Unit 4................................................... 38

Audio transcripts................................ 110

Unit 5.................................................... 50

Answer key......................................... 115

Unit 6.................................................... 60 Term revision........................................ 72

II

Introduction Natural Science is part of a global project which aims to promote the acquisition of key competences, the achievement of academic excellence and the undertaking of global assessment. It also promotes the acquisition of basic skills, such as reading comprehension, speaking and writing skills and integrates Information and Communication Technology (ICT), entrepreneurship and civic education. This project is designed not only to teach students the main concepts, but to show them how to apply them, both in the classroom and in everyday life, whilst developing the values they need to become socially committed citizens.

Natural Science is a six-level Primary course which covers the core objectives of the Natural Science curriculum in English, following the CLIL methodology (Content and Language Integrated Learning). This methodology teaches scientific knowledge through the medium of English. The core curricular objectives of Natural Science are progressively introduced to achieve two main objectives: to learn the scientific contents and, at the same time, to practise the English language. The aims of Natural Science include: • To promote understanding and appreciation of the natural environment through situations which reflect the learner’s real world. • To offer a content-based approach to Science through which other interdisciplinary skills develop: language, scientific inquiry, learning to learn, and decision making. • To provide opportunities for learners to develop their personal and social skills. • To provide a solid base for values education through the course contents to enable learners to develop scientific curiosity alongside responsibility for the world they live in.

Natural Science allows the teacher flexibility to adapt the materials to the number of contact hours, through a variety of extension activities and digital resources. This project places great emphasis on improving students’ reading and writing skills. Texts are presented in clear, simple language and are accompanied by attractive photographs and illustrations which capture students’ attention immediately and aid comprehension. The level of difficulty of both the explanations and the activities has been graded and adapted throughout the project bearing in mind the students’ level of competency in English.

Natural Science provides ample opportunities for self-evaluation, in order to boost students’ self-confidence and their capacity for autonomous learning. Helping students to reach their own level of excellence is a fundamental goal of this project.

III

Key competences KEY COMPETENCES are a combination of knowledge, skills and attitudes appropriate to different contexts and situations. These competences have the following characteristics: • They encourage the development of skills rather than the assimilation of theoretical content: individuals become ‘competent’ when they learn how to solve problems effectively. • Competences develop progressively and can be acquired in different learning situations and institutions. • They are interdisciplinary because they integrate knowledge that originates in different academic disciplines.

  Linguistic competence This is the ability to interpret and use language as a tool for oral and written communication. Verbal communication is fostered by the exchange of opinions, the narration of personal experiences and oral expositions on different topics. The ability to search for and understand information is reinforced. This competence is developed by reading simple texts, maps and graphics and writing descriptions or short texts explaining experiments.

 Competences in Mathematics, Science and Technology These competences are the ability to use numbers, perform basic operations, understand symbols and images related to mathematical, scientific and technical areas and solve problems in order to interpret the physical world. They include capacities and attitudes related to mathematical processes, logical thinking, and the use of new technologies. These competences develop the ability to interact with the physical world and to explain natural phenomena by applying the scientific method. This includes performing simple experiments, working out solutions, analysing results and communicating them accurately.

  Digital competence This is the ability to use computer programs to obtain, process, exchange and transmit information. Students learn how to use lists, tables, graphics and graphs to classify and present scientific information in an accurate way. They develop confidence in, and a critical use of Information and Communication Technology (ICT).

IV

  Social and civic competence This competence refers to the ability to understand and participate successfully in the society in which we live. Students learn about different societies, their history and culture. This competence promotes debate, negotiation and conflict resolution. There are activities to promote civic and values education: environmental awareness, healthy habits, responsible use of ICT, democratic principles, tolerance and respect towards others, multiculturalism, etc.

 Cultural awareness and expression This competence involves the interpretation of different cultural manifestations as well as the appreciation of the visual arts, music and literature. It enables students to express themselves through literature, art, music, etc.

  Learning to learn This competence is acquired by learning how to apply different techniques aimed at selecting, organizing, interpreting and memorizing information. Students have the opportunity to summarize what they have learnt and put it into practice at the end of the unit. They reflect on and evaluate their own learning process and their classmates’ through group work and cooperative learning techniques.

 Initiative and entrepreneurship Students are provided with the strategies they need to plan, organize, communicate and evaluate their own personal or social projects. This competence develops creativity, innovative thinking, and the ability to turn ideas into strategies to solve specific problems.

Multiple intelligences In 1983, Howard Gardner, of Harvard University, wrote his Frame of mind: Theory of multiple intelligences. In this work, he identified seven distinct types of intelligences, located in different parts of the brain. To quote Gardner, this theory: ‘documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways’ (Gardner 1991). Gardener defended the belief that these types of intelligences were not innate, but could be developed to a greater extent with appropriate learning strategies. Using Gardner’s work as a base, researchers have identified eight different types of intelligences, each independent of the other, and each with its own learning style. This means that each individual will have a unique blend of these intelligences, with some more developed than others. One student may stand out because of his linguistic intelligence, whilst another may possess highly-developed logical-mathematical reasoning. Gardner said that these differences ‘challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning.’ The new education law, the LOMCE, seeks to potentiate students’ abilities and competences so that they may respond efficiently to different personal and social situations. In response to this need, Natural Science offers activities and strategies designed to develop the different intelligences. In the Teacher’s Book, activities that are specially relevant to particular learning styles are flagged with a label. These learning styles are as follows:

Linguistic intelligence. This is the ability to use the spoken and written word effectively. It is the capacity to use language to inform and persuade others, and as a tool to acquire knowledge. These learners have highly-developed auditory skills, excellent memories, and they are skilled at communicating ideas. Logical-mathematical intelligence. This intelligence consists of the ability to think abstractly, to reason and to calculate using numbers. These learners possess the capacity to analyse problems logically, carry out mathematical operations, and investigate issues scientifically. Bodily-kinesthetic intelligence. This is the potential to use one’s body to solve problems. These learners have good coordination and balance. They display stamina, flexibility and speed. Students with this learning style are good at sports, dance and movement. Visual-spatial intelligence. This is the ability to think in terms of physical space. These learners like to present their ideas graphically, using lines, shapes and colour. They study effectively with charts and graphs and with multimedia. They are usually good at drawing.

Musical intelligence. These students show sensitivity to rhythm and sound. They show appreciation of musical patterns. They love music, but they are also sensitive to natural sounds around them. They love to tap out a rhythm. Interpersonal intelligence. This is the ability to understand and interact with others. These students learn through interaction. They show great empathy and are good at cooperative group work. They are socially adept and often show leadership qualities. Intrapersonal intelligence. This is the capacity to understand oneself, to appreciate one’s own feelings and motivations. It involves having an effective working model of oneself, and being able to use such information to regulate one’s life. They are highly independent learners. Naturalist intelligence. This is the capacity to interact with nature, to be able to identify and classify flora and fauna, or rocks and minerals. It includes good observation skills and a love of experimenting. These learners are motivated by field work and environmental concerns.

V

Student’s materials Student’s Book

Nutrition 1.2

The Natural Science Student’s Book consists of nine core units, which are organized into three terms. Throughout the year, students will develop a cooperative project.

Processes involved in nutrition

1.3

Nutrition provides your body with all the nutrients and energy that are necessary for life. It involves four processes:

1.4

Digestion. During this process, you absorb the nutrients your body needs from food. The main types of nutrients are carbohydrates, fats, proteins, vitamins and minerals. Proteins. These provide us with materials to grow and repair our body.

Carbohydrates. These provide energy, but less than fats.

A list of definitions of key words and self-assessment activities are included in the revision pages at the end of each term. The Answer key to these activities is also included.

2 2.1

Respiration and excretion

A beautiful voice

Fats. These provide a lot

Some people have a very beautiful voice. They seem of energy. to be born to sing. For example, opera singers. However, they still have to study and practise a lot.

Opener page The text to introduce the main theme of the unit is accompanied by high-quality pictures to stimulate observation skills and to activate prior knowledge.

Vitamins and minerals. These help us to be healthy.

Learning to breathe correctly is part of their preparation. First, they fill their lungs with air. Then, they project that air into their throat to make their Respiration. During respiration, you breathe in air. You vocal cords vibrate and produce different sounds. need oxygen from air to obtain energy from food. eyebrow They can’t sing without air. The sounds they make are Circulation Circulation. different if the air is expelled very slowly or very moves oxygen and nutrients throughout your body and helps to eliminate waste quickly. substances. Listen to Casta Diva by Montserrat Caballé or La Excretion. During excretion, you expel the waste donna è mobile by Luciano Pavarotti and pay materials that your body does not use. attention to their incredible voices!

WORK WITH THE PICTURE

Name three foods from each group. What type of nutrients provide us with the most energy?

Through nutrition, we obtain the nutrients and energy we need to live. Nutrition involves four processes: digestion, respiration, circulation and excretion.

Read and understand

KNOW HOW TO

8 eight

Information and practice pages The theme of the unit is clearly divided into sub-topics. Each topic is presented using short texts, photographs and illustrations. Students practise the concepts and language through a variety of graded activities.

Identify the organs that make up the respiratory and the excretory systems.

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Describe the processes of respiration and excretion.

Search for the definitions of opera and vibrate. Who are Montserrat Caballé and Luciano Pavarotti? Why are they so special?

FINAL TASK

Who is singing in the photograph on the right? How do you know?

Observe respiratory rates.

SPEAKING. Tell your classmates about your

favourite singers and songs. Explain what you like most about them. 16 sixteen

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Final pages

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are

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2

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and they have got a

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.

Answer the questions about bird groups. a. What are the characteristics of flightless birds?

b. Why do birds of prey have strong beaks and sharp claws?

c. Why do waterfowl have their toes connected by a membrane?

3

Complete the sentences about reptiles. Then, match them to the photographs. shell – slithers – air – scales

Digital resources Natural Science also has a complete offer of digital resources for the students. (See Digital resources, page VII).

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Birds are

The Natural Science Activity Book offers further practice of the concepts introduced in the Student’s Book. Each activity is clearly linked to a specific sub-topic, and can be completed in class or given as homework. The Answer key is provided in the Aula Virtual, and on the website: http://www.e-vocacion.es

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The Natural Science Student’s Audios for levels 3 to 6 contain the recordings of all the presentation texts in the Student’s Book. The Student’s Audios for levels 1 and 2 include songs. The Student’s Audios are available to download from the CLIL section of the Santillana website.

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(c) Richmond Publishing Santillana Educación, S.L. 2015

PRIMARY

CP: 660825

Natural Science

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Each unit ends with the Know how to and Revision pages with activities covering the key concepts. These activities aim to practise different skills. The Show your skills section helps to develop learner autonomy.

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Teacher’s resources Teacher's Book

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The Natural Science Teacher’s Book offers step-by-step lesson plans with full-colour reproductions of the Student’s Book. The Answer key to all the activities is included in the Teacher’s Book.

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PRIMARY

Natural Science

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PRIMARY PRIMARY

Natural Science TEACHER’S BOOK

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TEACHER’S BOOK TEACHER’S RESOURCE BOOK

TEACHER’S BOOK

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The Class Audio includes recordings of all the texts from the Student’s Book, as well as three additional listening activities per unit. The additional listening audio transcripts are in the Teacher’s Book. The Audios are available to download from the CLIL Resources section of the website: http://www.e-vocacion.es

CD 1

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Natural Science

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Class Audio

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Natural Science TEACHER’S RESOURCE BOOK

The Natural Science Teacher’s Resource Book provides photocopiable worksheets which include reinforcement, extension and assessment activities.

Digital resources Libromedia is Santillana’s digital textbook. It includes interactive content to go with each unit, and can be used without an Internet connection. Libromedia is available for different devices (PC, Interactive Whiteboard, iPad, Android tablets, etc.). Libromedia allows students to work simultaneously with the printed textbook, whilst offering a broad range of multimedia resources.

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Natural Science Student’s Libromedia includes videos and animations, as well as interactive activities. Natural Science Teacher’s Libromedia includes the Student’s Book in digital format as well as further teacher’s resources, which allow teachers to personalize the materials.

VII

Student’s Book Opening pages

Number and topic of the unit

3

Reproduction

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

Ancestors and descendants

3.1

Parents, grandparents and great-grandparents are ancestors. Children, grandchildren and great-grandchildren are descendants. Family trees represent people’s ancestors and descendants. A person is represented at the trunk, and the branches grow towards the closest relatives, such as parents, siblings, children and grandchildren. Some family trees have more than 50,000 people and date back many centuries!

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

It is not easy to collect so much information about our ancestors, but we can start by asking our parents and grandparents. Grandparents usually like telling stories about their childhood. We can see their customs, games and clothes in their old pictures. Everything has changed a lot!

Read and understand

WHAT DO YOU REMEMBER?

KNOW HOW TO

The human body and reproduction

What are people’s ancestors and descendants?

Identify the organs in the male and female reproductive systems.

What is a family tree? What is your position in your family tree?

Describe the processes of pregnancy and birth.

People have sexual reproduction and are viviparous.

How can you obtain information to make your family tree?

Identify habits for a healthy pregnancy.

Look at the photograph on the right. What people are there? How old do you think they are?

FINAL TASK

The male and female reproductive systems are responsible for reproduction. Children look similar to their parents.

People carry out the processes of nutrition, sensitivity and reproduction.

Make a family tree.

SPEAKING. Have your grandparents ever told

you an interesting story about the past? Share it with your classmates.

1

Write a definition for the word viviparous.

2

Look at the children in the photograph. How are they similar to their father?

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Know how to boxes include objectives and introduce the final task

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Activities to revise content from previous lessons

Information and practice pages

Student Audio activities Class Audio activities Presentation texts follow a carefully-graded language progression

The circulatory system 1.5

1.6

11

The circulatory system is made up of blood, blood vessels and the heart. It is distributed throughout our body. 1

1.7 1.7

vein

The The heart heart The Theheart heartisisthe theorgan organthat thatpumps pumpsblood bloodaround around the thebody bodythrough throughthe theblood bloodvessels. vessels.

heart

Blood Blood is a very important liquid in our body. It is mainly made up of water. It also has other components, such as red blood cells. These cells transport oxygen and give blood its red colour.

Blood vessels

artery

The Thefunction functionof ofthe theheart heartisisto topump pumpblood bloodto to make makeitittravel travelthrough throughthe theblood bloodvessels. vessels.

Blood travels through long tubes called blood vessels. These vessels are distributed throughout our body. Blood vessels transport blood and the substances in it.

spinal column

ribs

The Theheart heartisisaapowerful powerfulorgan organmade madeup upof of muscles. muscles.ItItcontracts contractsand andrelaxes, relaxes,producing producingthe the heartbeat. heartbeat.When Whenthe theheart heartcontracts, contracts,ititpumps pumps blood bloodinto intothe thearteries. arteries.When Whenititrelaxes, relaxes,blood blood from fromthe theveins veinsenters entersthe theheart. heart.

The function of blood is to transport nutrients, oxygen and waste substances.

heart

3

Thoracic cavity.

Learn more sections provide extension of the core content

LEARN MORE

Your beating heart

There are three types of blood vessels: Arteries carry blood from the heart to all other parts of the body. They transport nutrients and oxygen.

sternum

The Theheart heartisisthe thesize sizeof ofaafist. fist.ItItisislocated locatedininthe the betweenthe thelungs. lungs.The Theheart heartand andthe the thorax, thorax,between lungs lungsare areprotected protectedby bythe theribs, ribs,the thesternum sternumand and the thespinal spinalcolumn. column.These Thesebones bonesmake makeup upthe the thoracic thoraciccavity. cavity. 33

1

Your pulse is the number of times your heart beats per minute. It beats more slowly when we are resting and calm. It beats more quickly when we are scared or doing exercise.

The circulatory system.

To check your pulse, place two fingers on your wrist as in the photograph. You can feel your artery expanding with every heartbeat.

Veins carry blood back to the heart. artery

Capillaries are the smallest blood vessels. Arteries divide into capillaries in order to reach all parts of the body. Capillaries connect arteries to veins. 2

vein

Count the number of heartbeats in ten seconds. Then, multiply this number by six. The result is your pulse.

capillaries

Graded activities practise the content through a variety of skills

ACTIVITIES

Blood transports nutrients, oxygen and waste substances. It travels through blood vessels: arteries, veins and capillaries.

1 2

What is the function of the heart? SPEAKING. What is the difference between a vein and an artery?

Explain. 3 2

ICT. Search the Internet for the names of different veins and arteries and locate

them in the human body.

Types of blood vessels.

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Know how to KNOW HOW TO

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

Observe respiratory rates Our respiratory rate is not always the same. Our body adapts to our needs and makes changes very quickly. When we are resting, we breathe very slowly. When we exercise, we need more oxygen and breathe faster. Do the experiment. Sit down and relax for a minute. Then, count how many times you breathe in one minute and write it down.

Clear, step-by-step instructions

Run very fast for a minute. Then, sit down and count how many times you breathe in one minute and write it down. Rest for five minutes and count how many times you breathe again. Write down the results. Copy and complete the table in your notebook. breaths per minute while resting after running for a minute after a five-minute rest

Conclusions.

Activities to personalize the final task

1

In which situation do you take the most breaths per minute? In which situation do you take the fewest breaths per minute?

2

Complete this sentence to explain the results of this experiment. Write more or less. When we exercise, our muscles need quickly.

oxygen and we breathe

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Final activities The final activities provide a variety of tasks that cover the key concepts learned in the unit A revision summary to be completed with key vocabulary

1

FINAL ACTIVITIES 1

1.10

SUMMARY. Copy and complete with these words. exercise – diet – blood vessels – thorax – circulation – waste – pumps – respiration – heart

Nutrition includes digestion,

, excretion and circulation.

The circulatory system is made up of blood, blood vessels . and the Blood transports the substances that our body needs and helps to eliminate substances. Blood travels through the the veins and the capillaries. The heart is located in the through the blood vessels. Blood vessels.

, which include the arteries, . The heart

blood

is the constant movement of blood in the blood

We should have a healthy weight.

to avoid gaining excess

helps us to keep our heart and blood vessels healthy. 2

What size is the heart? Where is it located in the body? Make a drawing in your notebook.

3

THINK ABOUT IT. Why do we bleed when we have

a wound anywhere on our body?

Show your skills Choose one of these activities: A. Search for information about one of the systems in

the unit. Draw a picture and label the organs. B. Make a poster about the heart and the blood vessels.

Include some drawings and brief explanations. Add information about health as well. C. Make a list of all the new vocabulary in this unit. Write

the words in alphabetical order and write their definitions. fifteen 15

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

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

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

IX

Teacher’s Book The Natural Science 4 Teacher’s Book reproduces all the sections of the Student’s Book in full colour. In addition, it contains step-by-step instructions for each lesson. The structure of each lesson is shown in clearly marked sections in the teaching notes: • Objectives • Key language • Presentation • Practice • Work with the picture • Learn more • Reinforcement and Extension activities • Values education activities Each Teacher’s Book unit starts with a double-page programming spread.

Unit programming

1

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

Blood circulation

This unit focuses on the circulatory system and how to keep our circulatory system healthy. It also revises the other three systems involved in the process of nutrition.

Unit contents •  Processes and systems involved in nutrition

Unit outline

List of contents for the unit

•  Blood, blood vessels and the heart •  Blood circulation

Blood circulation

•  Healthy habits

CONTENTS

Nutrition

VOCABULARY AND STRUCTURES

Systems involved in nutrition The circulatory system

•   Nutrition: diet, energy, function, nutrient, organ, system; circulatory, digestive, excretory, respiratory; involve •   The circulatory system: artery, blood, capillary, circuit, circulation, heart, pulse, vein; constant, healthy; beat, be distributed, be made up of, connect, contract, pump, relax, transport, travel

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

•   Read and understand a text about blood donation

Blood circulation

•   Identify different types of nutrients •   Recognize the systems and organs involved in nutrition

Healthy habits

•   Distinguish the parts of the circulatory system •   Identify the parts of the heart

References to Know how to and Final task sections

Know how to

•   Keep our circulatory system healthy

Describe the process of nutrition

Final task

Describe the circulatory system

Interpret a bar chart about blood donors

Identify habits for a healthy circulatory system

KNOW HOW TO

WORK WITH THE PICTURE

•   Explain how circulation is related to respiration, digestion and excretion •   Explain why blood donors are important

SPEAKING

•   Explain where the circulatory system is located and the difference between a vein and an artery •   Write the main function of each type of nutrient

WRITING

FINAL TASK

SUGGESTED TIMING FOR THE UNIT

October

November

December

6A

VALUES EDUCATION

•   Write about the habits that can prevent illnesses of the circulatory system •   Interpret bar charts •   Understanding the importance of blood donors •   Appreciating the importance of a healthy lifestyle

6B

A calendar to help organize the school year

X

•   Identify foods belonging to the four basic food groups

Values education activities in the unit

The main content objectives for each lesson

Opening pages A summary of the vocabulary and key language structures An introduction to the lesson Audio tracks are clearly signposted

• To introduce the main theme of the unit • To activate previous knowledge about nutrition and circulation

Blood circulation

• Ss look at the photo on page 7 of the Student’s Book. Ask: What is the woman doing? Have you ever gone with your parents to donate blood?

A gift of life

What do you remember? • Read the text. Ss answer the questions in pairs. Write their answers on the board.

Many people are blood donors. This means that they give some of their blood for hospitals to use in emergencies.

• Key vocabulary and structures: bag, blood bank, blood donor, transfusion; available, essential; continuously; be aware of, store; in these cases

This blood is kept in special plastic bags and stored in the blood banks of different hospitals. This way, blood is available to give transfusions to people who need them.

• Point out that regular exercise, which is represented in the centre of the wheel, is also an important part of a healthy lifestyle.

Transfusions are essential when people have lost a lot of blood in an operation or in an accident. In these cases, blood transfusions save lives.

Presentation • Ask: What happens when you cut yourself? (You bleed.) Ss read the text in order to identify two instances in which serious blood loss can occur.

Read and understand What is a blood donor?

Play track 1.1. Ss listen and read. Ask: Why is giving blood considered ‘a gift of life’? Do you know about anyone who has given blood or received a transfusion?

What is a blood bank? Why is blood kept in plastic bags? Look at the photograph on the right and explain what you see. What place is it? What is the girl doing? When do people need blood transfusions? SPEAKING. Why are blood donors important?

Read and understand

• Ask: What other element that is not a food is also essential to life? (Water.) WHAT DO YOU REMEMBER?

KNOW HOW TO

Nutrition and circulation

Describe the process of nutrition.

Nutrition provides us with energy and nutrients from food.

Describe the circulatory system.

Nutrition includes digestion, respiration, excretion and circulation.

Identify habits for a healthy circulatory system.

Interpret bar charts.

1

Look at the picture. What types of food can you identify? What is there in the centre of the wheel?

2

Name some organs in the digestive system.

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Know how to • Explain: In this unit, you will learn about the process of nutrition. You will also study the circulatory system.

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Extension

Reinforcement

• Say: Men can donate blood four times a year but women can only donate three times a year. Why? In pairs or small groups, Ss search the Internet for an explanation and share their findings with the class.

• Prepare a list of foods for Ss to copy in their notebooks. In pairs, they classify the foods into one of the main food groups: grains – fruits and vegetables – meat and fish – dairy products – fats and sugar. When they finish, they add one or two foods to each group.

Extension

• Explain the final task: We will learn how to interpret bar charts.

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

A food wheel can help us to have a healthy diet.

FINAL TASK

Would you like to be a blood donor when you are an adult?

• Read the questions. Elicit answers from the class.

1

Work with the picture

We are not aware of all the processes that are continuously taking place inside our bodies. For example, blood circulates to transport substances that we need. Blood is essential to life.

Key language

• Give Ss help with the speaking task. Elicit answers and write them on the board. Explain: In Spain, you can donate blood if you are over 18 and under 65. You also need to weigh more than 50 kilos.

Teaching suggestions

1.1

• To find out about blood transfusions

1.1

UNIT

1

Objectives

Values education

• In pairs, Ss name their favourite dish, for example: pizza, paella, bean stew, etc. They list three ingredients in each dish and say which food group each one belongs to.

• Discuss the importance of blood donors. Explain that hospitals need a regular blood supply because blood can only be stored for a limited time. People may need a transfusion at some point. Mention that blood cannot be bought or sold, it must be given freely.

KEY COMPETENCES Ss discuss the importance of a healthy diet.

6

7

References to key competences developed in the lesson

Activities to stimulate values education

Full-colour reproductions of the Student’s Book pages

Information and practice pages Nutrition Objectives • To identify the processes involved in nutrition

Key vocabulary and structures are presented in alphabetical order

• To revise the main nutrients provided by different foods • To describe the systems and main organs involved in nutrition

Key language • Key vocabulary and structures: carbohydrates, circulation, digestion, energy, excretion, fats, heart, intestine, kidney, mineral, nutrients, organ, proteins, respiration, stomach, system, trachea, vitamin, waste materials; main, necessary (for); absorb, be involved in, expel, obtain, provide

1.2

Practice 1.2

Play track 1.2. Ss listen and read. Ask: What two things are obtained through nutrition?

• Read the description of each nutrient. Point out that while fibre is not a nutrient, it is also important for digestive health. Ask: Which foods in the photo contain a lot of fibre?

Special sections such as Work with the picture are fully exploited

• Ss read the next three paragraphs silently. When they finish, tell them to close their books. Read out the descriptions of the processes without naming them. Ss identify each one.

Work with the picture • In pairs, Ss answer the questions. They compare their answers with another pair.

1.3 1.3

Nutrition provides your body with all the nutrients and energy that are necessary for life. It involves four processes:

1.4 1.4

Systems involved in nutrition The different processes of nutrition take place in different parts of the body, called systems.

Digestion. During this process, you absorb the nutrients your body needs from food. The main types of nutrients are carbohydrates, fats, proteins, vitamins and minerals.

Carbohydrates. These provide energy, but less than fats.

The digestive system. This system absorbs nutrients. The main organs are the stomach and the intestines. Proteins. These provide us with materials to grow and repair our body.

blood vessels

UNIT

• Explain that a system is a group of organs that work together.

Practice

heart

Play track 1.3. Ss listen and read. Ask: What happens if one of these systems does not work properly? (You become ill.)

1.3

stomach

intestines

The respiratory system. This system brings in air. The main organs in this system are the lungs.

Fats. These provide a lot of energy.

trachea lungs

Vitamins and minerals. These help us to be healthy.

Respiration. During respiration, you breathe in air. You need oxygen from air to obtain energy from food. Circulation. Circulation moves oxygen and nutrients throughout your body and helps to eliminate waste substances. Excretion. During excretion, you expel the waste materials that your body does not use.

1

Presentation

The circulatory system. This system moves blood around your body. The main organ is the heart.

1.4

Presentation • Ask: Are eating and nutrition the same thing? Explain that they are eyebrow not, and tell Ss that nutrition involves four different processes.

1

Processes involved in nutrition

The excretory system. This system expels waste from the body. The main organs are the kidneys.

Play track 1.4. Ss listen and complete the activity. Check their answers on the board.

Activities 1 Ss summarize the information

kidneys

on nutrients and compare their answers with a partner.

3 Ss read the information about the circulatory system again before answering the questions in pairs.

Nutrition involves the digestive, respiratory, circulatory and excretory systems.

WORK WITH THE PICTURE

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

Name three foods from each group.

ACTIVITIES

What type of nutrients provide us with the most energy?

1

WRITING. Write the main function of each type

2

Which process of nutrition provides us with oxygen?

3

SPEAKING. Where is the circulatory system located?

of nutrient.

Through nutrition, we obtain the nutrients and energy we need to live. Nutrition involves four processes: digestion, respiration, circulation and excretion.

What is its function? Tell your partner.

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Reinforcement

Reinforcement

• Ss write the headings breakfast – lunch – afternoon snack – dinner in their notebooks. They list the foods they usually have for each meal and compare their list with a partner.

• Books closed, call out the organs involved in nutrition. Ss say which system each one belongs to.

Extension

• In pairs or small groups, Ss draw one of the organs involved in nutrition (stomach, lungs, heart, kidneys, etc.) and label its main parts. Then, they research and list the main functions of the organ they have drawn.

• Tell Ss that it is easier to memorize lists of terms if we make up acronyms or silly sentences with the first letter of each word. For example, the processes involved in nutrition could become the acronym DREC or the sentence Do Read English Comics! Ask them to make up a sentence to memorize the nutrients. When they finish, they share it with the class. Write some examples on the board.

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Extension

8

9

A wide variety of optional reinforcement and extension activities

XI

Student’s Book 4 Contents CONTENTS Unit Unit Blood circulation circulation 1 1Blood

Natural Science syllabus Natural Science syllabus People People andand health health

6 6

Respiration Respiration

2 2andand excretion excretion Reproduction 3 3Reproduction

People People andand health health

Topics Topics Nutrition Nutrition Systems involved in nutrition Systems involved in nutrition

Respiration Respiration TheThe respiratory system respiratory system

16 16 People health People andand health

26 26

Reproduction Reproduction Puberty Puberty andand adolescence adolescence

TERM TERM REVISION REVISION

Vertebrates 4 4Vertebrates

Living Living things things

38 38

Invertebrates 5 5Invertebrates

Living Living things things

50 50

Plants 6 6Plants

Living Living things things

60 60

Mammals Mammals Birds Birds

Sponges, Sponges, cnidarians cnidarians andand worms worms Molluscs Molluscs

Plant Plant nutrition nutrition Sexual reproduction Sexual reproduction

TERM TERM REVISION REVISION

Matter Matter and and

7 7its its properties properties Forces Forces and and

8 8movement movement Machines 9 9Machines

Matter Matter andand energy energy

74 74 Matter Matter andand energy energy

84 84 Technology, Technology, objects objects andand machines machines

94 94

TheThe properties properties of matter of matter Mass Mass

TheThe effects effects of forces of forces Forces Forces andand movement movement

TheThe pulley pulley TheThe inclined inclined plane plane

TERM TERM REVISION REVISION

Cooperative Cooperative project: project: Olive Olive oil oil

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Topics Topics circulatory system TheThe circulatory system

Blood circulation Blood circulation

TheThe heart heart

Healthy habits Healthy habits

Excretion Excretion

Sweat Sweat

TheThe excretory system excretory system

Staying healthy Staying healthy

organs of reproduction TheThe organs of reproduction

BirthBirth

Pregnancy Pregnancy

Health during pregnancy Health during pregnancy

Reptiles Reptiles

Metamorphosis Metamorphosis

Amphibians Amphibians

FishFish

Know how Know how to to Interpret bar bar charts Interpret charts

Observe respiratory ratesrates Observe respiratory

Make a family Make a family treetree

Identify animals a key Identify animals withwith a key

Echinoderms Echinoderms

Insects Insects

Characteristics of arthropods Characteristics of arthropods

drawings drawings Arachnids, crustaceans and and myriapods Arachnids, crustaceans myriapodsandand

Pollination Pollination

Asexual Asexual reproduction reproduction

Germination Germination

CropCrop farming farming

Volume Volume

properties of materials TheThe properties of materials

Density Density

properties of new materials TheThe properties of new materials

Classification Classification of forces of forces

Gravity Gravity

Movement andand friction Movement friction

Speed Speed

TheThe leverlever

Operating Operating parts parts

Complex machines Complex machines

Gears Gears

Represent a process using photos Represent a process using photos

Draw a flower using a magnifying glass Draw a flower using a magnifying glass

Build a submarine explain it works Build a submarine andand explain howhow it works

Identify the effects of forces Identify the effects of forces

Build a catapult Build a catapult

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XIII

My project Welcome to your Natural Science book! This year you will do a Science project with your classmates.

What is a project? A project is a series of activities about one specific topic.

How do you do a project? Follow these steps: Find information about the topic. Look in books, on the Internet, and ask different people for help. Write about the topic. Include drawings and photographs. Present your project. Prepare a presentation in your group to present your project to the class.

Who do you work with? A project is cooperative group work. This means you work with several classmates and each one is responsible for a different part of the project. Your teacher will help you organize your group and the different tasks.

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PROJECT

Crop farming: olive oil My project this year is about crop farming. You will find out how olive oil, one of the main products in the Mediterranean diet, is produced.

WHAT IS OLIVE OIL?

What nutrients does olive oil contain? What are the health benefits of olive oil?

WHAT ARE OLIVE TREES LIKE?

What are their leaves, flowers and fruits like? How are olive trees cultivated? What work is carried out to cultivate olive trees?

HOW IS OLIVE OIL MANUFACTURED?

Where is olive oil manufactured? What types of olive oil are there?

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5

1

Blood circulation

This unit focuses on the circulatory system and how to keep our circulatory system healthy. It also revises the other three systems involved in the process of nutrition.

Unit outline Blood circulation Nutrition Systems involved in nutrition The circulatory system Blood circulation Healthy habits

Know how to Describe the process of nutrition

Final task

Describe the circulatory system

Interpret a bar chart about blood donors

Identify habits for a healthy circulatory system

SUGGESTED TIMING FOR THE UNIT

October

6A

November

December

Unit contents •  Processes and systems involved in nutrition •  Blood, blood vessels and the heart •  Blood circulation •  Healthy habits

CONTENTS VOCABULARY AND STRUCTURES

•  Nutrition: diet, energy, function, nutrient, organ, system; circulatory, digestive, excretory, respiratory; involve •  The circulatory system: artery, blood, capillary, circuit, circulation, heart, pulse, vein; constant, healthy; beat, be distributed, be made up of, connect, contract, pump, relax, transport, travel •  Read and understand a text about blood donation •  Identify different types of nutrients •  Recognize the systems and organs involved   in nutrition •  Distinguish the parts of the circulatory system •  Identify the parts of the heart •  Keep our circulatory system healthy

KNOW HOW TO

WORK WITH THE PICTURE

•  Identify foods belonging to the four basic   food groups •  Explain how circulation is related to respiration, digestion and excretion •  Explain why blood donors are important

SPEAKING

•  Explain where the circulatory system is located and the difference between a vein and an artery •  Write the main function of each type of nutrient

WRITING

  FINAL TASK

VALUES EDUCATION

•  Write about the habits that can prevent illnesses of the circulatory system •  Interpret bar charts •  Understanding the importance of blood donors •  Appreciating the importance of a healthy lifestyle

6B

1

Objectives • To introduce the main theme of the unit • To activate previous knowledge about nutrition and circulation • To find out about blood transfusions

Key language • Key vocabulary and structures: bag, blood bank, blood donor, transfusion; available, essential; continuously; be aware of, store; in these cases

Presentation • Ask: What happens when you cut yourself? (You bleed.) Ss read the text in order to identify two instances in which serious blood loss can occur. 1.1

Play track 1.1. Ss listen and read. Ask: Why is giving blood considered ‘a gift of life’? Do you know about anyone who has given blood or received a transfusion?

1.1

Blood circulation

A gift of life We are not aware of all the processes that are continuously taking place inside our bodies. For example, blood circulates to transport substances that we need. Blood is essential to life. Many people are blood donors. This means that they give some of their blood for hospitals to use in emergencies. This blood is kept in special plastic bags and stored in the blood banks of different hospitals. This way, blood is available to give transfusions to people who need them. Transfusions are essential when people have lost a lot of blood in an operation or in an accident. In these cases, blood transfusions save lives.

Read and understand What is a blood donor? What is a blood bank? Why is blood kept in plastic bags? Look at the photograph on the right and explain what you see. What place is it? What is the girl doing? When do people need blood transfusions?

Read and understand • Read the questions. Elicit answers from the class. • Give Ss help with the speaking task. Elicit answers and write them on the board. Explain: In Spain, you can donate blood if you are over 18 and under 65. You also need to weigh more than 50 kilos.

Know how to • Explain: In this unit, you will learn about the process of nutrition. You will also study the circulatory system. • Explain the final task: We will learn how to interpret bar charts.

SPEAKING. Why are blood donors important?

KNOW HOW TO Describe the process of nutrition. Describe the circulatory system. Identify habits for a healthy circulatory system. FINAL TASK Interpret bar charts.

Would you like to be a blood donor when you are an adult?

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Extension • Say: Men can donate blood four times a year but women can only donate three times a year. Why? In pairs or small groups, Ss search the Internet for an explanation and share their findings with the class.

Values education • Discuss the importance of blood donors. Explain that hospitals need a regular blood supply because blood can only be stored for a limited time. People may need a transfusion at some point. Mention that blood cannot be bought or sold, it must be given freely.

6

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UNIT

1

Work with the picture • Ss look at the photo on page 7 of the Student’s Book. Ask: What is the woman doing? Have you ever gone with your parents to donate blood?

What do you remember? • Read the text. Ss answer the questions in pairs. Write their answers on the board. • Point out that regular exercise, which is represented in the centre of the wheel, is also an important part of a healthy lifestyle. • Ask: What other element that is not a food is also essential to life? (Water.) WHAT DO YOU REMEMBER? Nutrition and circulation Nutrition provides us with energy and nutrients from food. Nutrition includes digestion, respiration, excretion and circulation. A food wheel can help us to have a healthy diet. 1

Look at the picture. What types of food can you identify? What is there in the centre of the wheel?

2

Name some organs in the digestive system.

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Reinforcement • Prepare a list of foods for Ss to copy in their notebooks. In pairs, they classify the foods into one of the main food groups: grains – fruits and vegetables – meat and fish – dairy products – fats and sugar. When they finish, they add one or two foods to each group.

Extension • In pairs, Ss name their favourite dish, for example: pizza, paella, bean stew, etc. They list three ingredients in each dish and say which food group each one belongs to.

KEY COMPETENCES Ss discuss the importance of a healthy diet.

7

Nutrition Objectives • To identify the processes involved in nutrition • To revise the main nutrients provided by different foods • To describe the systems and main organs involved in nutrition

Key language • Key vocabulary and structures: carbohydrates, circulation, digestion, energy, excretion, fats, heart, intestine, kidney, mineral, nutrients, organ, proteins, respiration, stomach, system, trachea, vitamin, waste materials; main, necessary (for); absorb, be involved in, expel, obtain, provide

1.2

Processes involved in nutrition Nutrition provides your body with all the nutrients and energy that are necessary for life. It involves four processes: Digestion. During this process, you absorb the nutrients your body needs from food. The main types of nutrients are carbohydrates, fats, proteins, vitamins and minerals.

Carbohydrates. These provide energy, but less than fats.

Fats. These provide a lot of energy. Vitamins and minerals. These help us to be healthy.

Presentation • Ask: Are eating and nutrition the same thing? Explain that they are eyebrow not, and tell Ss that nutrition involves four different processes.

Practice 1.2

Play track 1.2. Ss listen and read. Ask: What two things are obtained through nutrition?

• Read the description of each nutrient. Point out that while fibre is not a nutrient, it is also important for digestive health. Ask: Which foods in the photo contain a lot of fibre? • Ss read the next three paragraphs silently. When they finish, tell them to close their books. Read out the descriptions of the processes without naming them. Ss identify each one.

Work with the picture • In pairs, Ss answer the questions. They compare their answers with another pair.

8

Proteins. These provide us with materials to grow and repair our body.

Respiration. During respiration, you breathe in air. You need oxygen from air to obtain energy from food. Circulation. Circulation moves oxygen and nutrients throughout your body and helps to eliminate waste substances. Excretion. During excretion, you expel the waste materials that your body does not use.

WORK WITH THE PICTURE

Name three foods from each group. What type of nutrients provide us with the most energy?

Through nutrition, we obtain the nutrients and energy we need to live. Nutrition involves four processes: digestion, respiration, circulation and excretion.

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Reinforcement • Ss write the headings breakfast – lunch – afternoon snack – dinner in their notebooks. They list the foods they usually have for each meal and compare their list with a partner.

Extension • Tell Ss that it is easier to memorize lists of terms if we make up acronyms or silly sentences with the first letter of each word. For example, the processes involved in nutrition could become the acronym DREC or the sentence Do Read English Comics! Ask them to make up a sentence to memorize the nutrients. When they finish, they share it with the class. Write some examples on the board.

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1 1.3 1.3

1.4 1.4

Systems involved in nutrition The different processes of nutrition take place in different parts of the body, called systems. The digestive system. This system absorbs nutrients. The main organs are the stomach and the intestines.

• Explain that a system is a group of organs that work together.

Practice

heart

Play track 1.3. Ss listen and read. Ask: What happens if one of these systems does not work properly? (You become ill.)

1.3

stomach

intestines

1.4

The respiratory system. This system brings in air. The main organs in this system are the lungs. trachea lungs

1

Presentation

The circulatory system. This system moves blood around your body. The main organ is the heart.

blood vessels

UNIT

The excretory system. This system expels waste from the body. The main organs are the kidneys.

Play track 1.4. Ss listen and complete the activity. Check their answers on the board.

Activities 1 Ss summarize the information

kidneys

on nutrients and compare their answers with a partner.

3 Ss read the information about the circulatory system again before answering the questions in pairs.

Nutrition involves the digestive, respiratory, circulatory and excretory systems.

ACTIVITIES 1

WRITING. Write the main function of each type of nutrient.

2

Which process of nutrition provides us with oxygen?

3

SPEAKING. Where is the circulatory system located? What is its function? Tell your partner.

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Reinforcement • B  ooks closed, call out the organs involved in nutrition. Ss say which system each one belongs to.

Extension • In pairs or small groups, Ss draw one of the organs involved in nutrition (stomach, lungs, heart, kidneys, etc.) and label its main parts. Then, they research and list the main functions of the organ they have drawn.

9

The circulatory system Objectives • To identify the main parts of the circulatory system • To describe the function of each part • To learn how to check a pulse

Key language • Key vocabulary and structures: artery, blood, blood cell, blood vessel, capillary, heart, heartbeat, lung, muscle, oxygen, pulse, rib, sternum, spinal column, thoracic cavity, vein, waste substances, wrist; calm, powerful, scared; contract, enter, expand, multiply, pump, relax, travel; in order to, per (minute)

Presentation • Ask: On which side of your body is your heart located? Ss place one hand over their heart and describe what they can feel. • Ask: Does your heart beat quickly or slowly? Are all the heartbeats strong?

1.5

1.6

The circulatory system is made up of blood, blood vessels and the heart. It is distributed throughout our body. 1

vein

heart

Blood Blood is a very important liquid in our body. It is mainly made up of water. It also has other components, such as red blood cells. These cells transport oxygen and give blood its red colour. The function of blood is to transport nutrients, oxygen and waste substances.

Blood vessels

artery

Blood travels through long tubes called blood vessels. These vessels are distributed throughout our body. Blood vessels transport blood and the substances in it. There are three types of blood vessels: Arteries carry blood from the heart to all other parts of the body. They transport nutrients and oxygen.

1

The circulatory system.

Veins carry blood back to the heart. artery

Capillaries are the smallest blood vessels. Arteries divide into capillaries in order to reach all parts of the body. Capillaries connect arteries to veins. 2

vein

capillaries

Blood transports nutrients, oxygen and waste substances. It travels through blood vessels: arteries, veins and capillaries.

Practice 1.5

Play track 1.5. Ss listen and read.

• Ask: What is the main component of blood? 1.6

Play track 1.6. Ss listen and complete the activity. Check their answers as a class.

• Point to the second diagram and explain that capillaries are found in every part of the body. When we cut our skin superficially, the blood that flows comes from the capillaries.

10

2

Types of blood vessels.

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Reinforcement • In pairs, Ss write five true or false sentences about the blood vessels. They swap the sentences with another pair and correct the false statements.

Extension • D  ivide the class into two teams and send two Ss, one from each team, to the board. Dictate some words from the key vocabulary on this page. The first team to write the word correctly wins a point. Change the S every time so everyone in the team can participate.

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1 1.7 1.7

The The heart heart

1

Practice

The The heart heart is is the the organ organ that that pumps pumps blood blood around around the the body body through through the the blood blood vessels. vessels.

sternum

The The heart heart is is the the size size of of aa fist. fist. ItIt is is located located in in the the between the the lungs. lungs. The The heart heart and and the the thorax, thorax, between lungs lungs are are protected protected by by the the ribs, ribs, the the sternum sternum and and the the spinal spinal column. column. These These bones bones make make up up the the thoracic thoracic cavity. cavity. 33

spinal column

1.7

ribs

The The heart heart is is aa powerful powerful organ organ made made up up of of muscles. muscles. ItIt contracts contracts and and relaxes, relaxes, producing producing the the When the the heart heart contracts, contracts, itit pumps pumps heartbeat. heartbeat. When blood blood into into the the arteries. arteries. When When itit relaxes, relaxes, blood blood from from the the veins veins enters enters the the heart. heart. The The function function of of the the heart heart is is to to pump pump blood blood to to make make itit travel travel through through the the blood blood vessels. vessels.

UNIT

heart

Play track 1.7. Ss listen and read. In pairs, they locate the bones from the diagram on their own body.

• Ask: How big is the heart? (The size of a fist.) Which bones protect it from behind? Why does the heart need so much protection?

Learn more 3

• Read the text. Then, help Ss to calculate their pulse. They can compare the different pulse rates in pairs. Ask: Whose pulse is fastest? And slowest? What is the average pulse rate?

Thoracic cavity.

LEARN MORE

Your beating heart Your pulse is the number of times your heart beats per minute. It beats more slowly when we are resting and calm. It beats more quickly when we are scared or doing exercise. To check your pulse, place two fingers on your wrist as in the photograph. You can feel your artery expanding with every heartbeat.

Activities 1 Ss write their answers in their

Count the number of heartbeats in ten seconds. Then, multiply this number by six. The result is your pulse.

notebooks. Check as a class.

2 Ss read the information about veins and arteries again before answering the question in pairs.

ACTIVITIES 1 2

3 Ss share their findings in class.

What is the function of the heart? SPEAKING. What is the difference between a vein and an artery?

Explain. 3

ICT. Search the Internet for the names of different veins and arteries and locate them in the human body.

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Reinforcement • Ss write three questions each about the heart. In pairs, Ss ask and answer their questions.

Extension • Tell Ss that an adult’s heart rate is approximately 70 beats per minute. A mouse’s is 500 and an elephant’s is 25. Ask them to calculate how many times each heart beats in one hour.

KEY COMPETENCES Ss use the Internet to identify and locate the main blood vessels in the human body.

11

Blood circulation and health Objectives • To learn how blood circulation works • To acquire healthy habits in order to prevent illnesses of the circulatory system

1.8

Blood circulation The heart pumps blood through the blood vessels. The heart and the blood vessels make up a closed circuit. This circuit reaches all parts of the body. Blood circulation is the constant movement of blood in the blood vessels. It carries nutrients and oxygen to all parts of the body and helps to eliminate waste substances.

Blood transports oxygen from air that enters the lungs. Blood transports nutrients from digested food.

Presentation • Tell Ss that they are going to discover how blood participates in the four systems related to nutrition.

How is circulation related to respiration, digestion and excretion? Blood transports oxygen. Where does this oxygen come from?

Key language • Key vocabulary and structures: adolescence, adult, athlete, childhood, closed circuit, diet, exercise, health, illness, stress test, weight; excess, related (to); efficiently, intensely, regularly; accumulate, affect, block, force (to), gain, prevent, tend to

WORK WITH THE PICTURE

Blood takes waste substances to the excretory system.

Blood circulates and carries nutrients and oxygen to all parts of the body.

• Revise the names of the systems and the main organs in each one.

Practice 1.8

Play track 1.8. Ss listen and read. Ask: What two important jobs does blood do?

Blood circulation is the constant movement of blood in the blood vessels. It transports nutrients and oxygen to all parts of the body and helps to eliminate waste substances.

Work with the picture • Focus on the diagram. Ss identify the organs that belong to each system. • In pairs, Ss read the text again and answer the questions. Then, they compare their answers with another pair.

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Reinforcement • W  rite on the board ten key words related to blood circulation, leaving out the vowels in each case. Ss rewrite the correct form of the words in their notebooks.

Extension • Ss search the Internet to find out which parts of the body receive no blood at all (hair, nails, tooth enamel, corneas, outer layer of the skin). In pairs, they present their findings to the class.

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1 1.9

Healthy habits Most illnesses of the circulatory system affect adults. However, they are usually related to bad habits during childhood and adolescence. Healthy habits help us to prevent illnesses. Two basic healthy habits are: A healthy diet. When we eat more food than our body needs, we gain excess weight. This forces our heart to work more intensely and can cause several illnesses. Physical exercise. When we do regular exercise our heart stays healthy and our blood vessels transport blood efficiently. 1

Regular exercise is essential for a healthy circulatory system.

It is important to have a healthy diet and to do exercise regularly to prevent illnesses.

A healthy diet 1.9

These are characteristics of a healthy diet for the circulatory system:

WRITING. What basic healthy habits can prevent illnesses of the circulatory system? Explain.

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ICT. Athletes have stress tests regularly. Search the Internet for information about these tests and answer the questions.

Play track 1.9. Ss listen and read.

• Explain that the heart is a muscle that works very hard. Like any other muscle, it needs to be exercised to stay strong. Ask: What is the best kind of exercise for your heart? (The kind that accelerates respiration and blood circulation for at least half an hour every day.)

It doesn't contain too many carbohydrates, because they can make you gain weight. It doesn't contain too many fats of animal origin, because they tend to accumulate and block the arteries.

Learn more • Read the text with the class. In turns, Ss describe a healthy and an unhealthy breakfast. Ask: How healthy is your breakfast?

WORK WITH THE PICTURE

What type of exercise is each child doing?

Work with the picture

Do you do any of these activities? How often?

• Focus on the photos. Ss identify each activity. Then, they work in pairs to answer the second question and compare their answers with another pair.

ACTIVITIES 1

1

Practice

LEARN MORE

It doesn't contain too much salt, because salt forces the heart to work more intensely.

1

UNIT

Activities 1 Ss read the text again and write their answers in their notebooks. Check as a class.

What is a stress test?

2 Ss can also list the conditions

How does this test affect the heart?

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that make stress tests unadvisable, for example, being overweight.

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Extension • Ss write the headings balls – wheels – water in their notebooks. In small groups, they think of activities related to each group, for example: Balls: playing football, ping-pong, basketball. Wheels: rollerblading, skateboarding. Water: diving, sailing, water-skiing.

Values education • Ask Ss what else they need to do in order to have a healthy lifestyle. Elicit: Get enough sleep at night. Eat breakfast. Drink plenty of water. Practise good hygiene habits. Learn how to control your emotions. Etc.

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KNOW HOW TO

Objectives • To apply knowledge acquired in the unit to carry out a task • To interpret bar charts

Interpret bar charts There are many blood donors in Spain. This bar chart shows how the number of blood donors varied between 2009 and 2013. number of people

Key language

2,175,000

• Key vocabulary and structures: axis, bar chart, height, information, wound; brief, fewer, horizontal, vertical; analyse, decrease, increase, represent, vary

2,170,000 2,165,000 2,160,000 2,155,000

Presentation • Explain: Bar charts are used to represent and compare information. The title at the top of the chart indicates what the information is about, in this case ‘blood donors’. • Ss look at the bar chart and read the text.

2,150,000

• Ss complete the activities in pairs. Check as a class. • Elicit more examples of information that can be represented on bar charts.

2009

2010

2011

2012

2013

year

Study the bar chart. 1. Observe what is represented in each axis. The vertical axis represents the number of people. The horizontal axis represents the years of study. 2. Analyse the information in the bars. Look at the height of each bar. The year with the largest number of blood donors was 2013, with about 2,173,000 people.

Practice • Explain that axis is a scientific word; in this case, it means straight line. Focus on the chart: point to the vertical axis. Starting at the bottom, read the numbers of donors with the class. Then, read the years on the horizontal axis.

BLOOD DONORS

The year with the smallest number of blood donors was 2010. Show you can do it. 1

What do the yellow bars represent?

2

Complete these sentences in your notebook. Write ‘more’ or ‘fewer’.

3

There were

blood donors in 2010 than in 2009.

There were

blood donors in 2012 than in 2011.

Is the number of blood donors increasing or decreasing in recent years? Is there a year in which the number of blood donors decreased?

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Reinforcement • Help Ss to list the elements that must appear in a bar chart: the title, the horizontal and vertical axes, a label and a scale for each axis, and finally the bars representing quantities.

Extension • Ss create a bar chart to represent the number of times they exercise every week. Help them to establish the values for the axes: the number of students on the vertical axis and the frequency on the horizontal one (for example, once a week, twice a week, etc.). Ss draw their bar charts in their notebooks. Then, do a class survey and write the results on the board.

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1

FINAL ACTIVITIES 1

1.10

SUMMARY. Copy and complete with these words.

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

, excretion and circulation.

The circulatory system is made up of blood, blood vessels and the .

Key language

Blood transports the substances that our body needs and substances. helps to eliminate Blood travels through the the veins and the capillaries. The heart is located in the through the blood vessels. Blood vessels.

• Key vocabulary and structures: revision of Unit 1

, which include the arteries, . The heart

blood

Presentation

is the constant movement of blood in the blood

We should have a healthy weight.

1

Objectives

exercise – diet – blood vessels – thorax – circulation – waste – pumps – respiration – heart

Nutrition includes digestion,

UNIT

• Focus on the photo and ask: Who can you see? What are they doing? Why is this a healthy exercise?

to avoid gaining excess

helps us to keep our heart and blood vessels healthy. 2

What size is the heart? Where is it located in the body? Make a drawing in your notebook.

3

THINK ABOUT IT. Why do we bleed when we have

Practice 1 Ss copy and complete the summary in their notebooks.

a wound anywhere on our body? 1.10

Play track 1.10. Ss listen and check their answers.

2 Ss answer the questions in their

Show your skills

notebooks. Encourage them to search the Internet in order to learn the names of more parts of the heart and draw and label their own diagram.

Choose one of these activities: A. Search for information about one of the systems in

the unit. Draw a picture and label the organs. B. Make a poster about the heart and the blood vessels.

Include some drawings and brief explanations. Add information about health as well.

3 Ss discuss the question in pairs. Check as a class.

C. Make a list of all the new vocabulary in this unit. Write

the words in alphabetical order and write their definitions. fifteen 15

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Reinforcement

Show your skills • Read the options. Make sure Ss understand the activities and all the vocabulary. • Put Ss into groups according to the activity they wish to do.

• Ss choose key words from the unit and play Hangman. In this version of the game, Ss can ask three ‘yes or no’ questions per word. For example: S1: Is it a component of blood? S2: No, it isn’t!

Extension • A  sk: What happens inside our arteries when we eat too many fatty foods? Ss search the Internet to find out. They write a few simple sentences about what happens and what problems it can cause. They can also find a diagram and draw it next to their sentences.

KEY COMPETENCES Ss use a bar chart to represent and compare statistical information.

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