Essential Science Plus 6 PRIMARY Teacher’s Book Science Plus 6 PRIMARY Teacher’s Book 490187 _ 0001-0011.indd 1 03/10/13 08:16

Essential Science Plus 6PRIMARY

Teacher’s Book

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4

Nutrition1Blood is a gift of life. Donating blood is extremely important, because blood transfusions are needed in many operations. Blood is required in organ transplants, after traffic accidents and in the treatment of illnesses that require blood components, such as chemotherapy.

There is no substitute for blood. In Spain, a blood transfusion is needed every two minutes. To become a blood donor, you must be healthy, 18 years old or over, and you must weigh at least 50 kilograms.

Thanks to blood donations, many lives are saved every year and many people recover from serious illnesses.

LOOK, READ AND SAY

Why is donating blood so important?

Name three situations where a blood transfusion is needed.

What are the requirements to become a blood donor?

Do you know anybody who has needed a blood transfusion?

Would you like to be a blood donor one day?

1.1

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Unit 1

THE RESPIRATORY SYSTEM

Which parts of the body make up the respiratory system?

a. The nose, mouth, trachea, lungs and bronchi.

b. The heart, lungs, trachea, arteries and bronchi.

c. The nose, mouth, trachea, lungs and kidneys.

d. The heart, bladder, trachea, lungs and bronchi.

THE DIGESTIVE SYSTEM

Digestion is the process by which…

a. our body eliminates the parts of food we do not need.

b. the heart pumps blood around our body.

c. the blood carries nutrients and oxygen to parts of our body.

d. our body breaks down food to absorb nutrients.

NUTRITION

Foods contain nutrients. The main groups of nutrients are…

a. carbohydrates, fats, proteins, saliva and vitamins.

b. carbohydrates, proteins, fats, minerals and vitamins.

c. blood, saliva, oils and gastric juices.

d. milk, calcium, yoghurt and cheese.

THE EXCRETORY SYSTEM

What is the function of the kidneys?

a. To carry blood back to the heart from the rest of the body.

b. To store urine.

c. To filter the blood and reabsorb useful nutrients.

d. To filter the blood and reabsorb urine and other waste substances.

REFRESH YOUR MEMORY!

WHAT DO YOU REMEMBER? Test your partner. five 5

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ii

Student's Book

Student's material

The Essential Science Plus Student’s Book consists of twelve core units, which are organized into three terms. Each unit comprises ten pages and follows a regular pattern.

Opener page and Refresh your memory! A mosaic of photographs, accompanied by questions, introduces the main theme of the unit. Each Refresh your memory! page consists of four question cards with multiple choice answers. Students work with a partner to revise concepts from the previous course.

Practising competences and Show what you knowThe Practising competences page is designed to help students become competent in interdisciplinary skills related to the unit theme. Each unit ends with a revision page, Show what you know, with activities covering the key concepts.

Activity BookThe Essential Science Plus Activity Book offers further practice of the concepts introduced in the Student’s Book. Each activity is linked to a sub-topic and can be completed in class or given as homework. Twelve Investigate! pages are designed to provide practice of the scientific method.

Information and practice pagesThe theme of each unit is divided into sub-topics covering six pages. Each topic is presented using short texts, photographs and illustrations. Students practise the concepts and language through simple activities.

Nutrition and dietNutritionNutrition is a combination of processes which supply our body with the substances and the energy we need to live. There are four processes involved in nutrition:

Digestion. This involves obtaining nutrients from food for our body to use. Digestion takes place in the digestive system.

Respiration. This involves obtaining the oxygen we need to live, and releasing carbon dioxide. Respiration takes place in the respiratory system.

Circulation. This involves transporting nutrients, oxygen and waste products throughout the body. Circulation takes place in the circulatory system.

Excretion. This involves eliminating waste produced in our body. Excretion takes place in the excretory system.

1.3 DietA complete balanced diet means eating the right amount of food from each of the food groups. You should drink water regularly.

Digestive system. Respiratory system.

A

Circulatory system. Excretory system.

C D

B

Activities

1 Write one sentence in your notebook about each of the four processes involved in nutrition.

The food pyramid.

Proteins are necessary for growth, and to repair our body. Meat, fish, eggs, legumes, seeds and nuts.

Water is an essential nutrient. It transports other nutrients and waste around the body.

Vitamins and minerals are necessary for our body to function properly. Fruit and vegetables.

Fibre helps maintain a healthy digestive system. Vegetables, whole grains and cereals.

Don't eat too many sweets and animal fats.

Carbohydrates provide energy. Cereals, rice.

Fats provide energy. Oils and butter.

1.2

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Unit 1

Activities

1 WORK WITH THE PICTURE. Look at the diagram. Describe to your partner what happens when you eat an apple, from when you take a bite, to when you go to the toilet.

2 Copy and complete the sentences and write them in order.

a. Solid waste forms in the . d. Food is broken down with and

b. Gastric juices are produced in the . mixed with .

c. Faeces are released through the . e. Nutrients are absorbed in the .

3 WORK WITH THE PICTURE. Look at the food pyramid on page 6. With a partner, name the food groups and the foods they include. What foods do you eat regularly?

The digestive systemDigestion is the process of breaking down food into nutrients that our body can use. It normally takes 24 to 48 hours to digest food. Digestion begins in the mouth and ends at the anus.

The digestive system consists of one long tube, the digestive tube, and the helper glands. The stages of digestion are:

Food is digested in the mouth, stomach and small intestine.

Digested food is absorbed into the blood in the small intestine.

Remaining solid food (without excess water) turns into faeces in the large intestine.

Faeces leave the body through the anus.

The digestive system.

Salivary glands. They produce saliva.

Pharynx.

Liver. It releases bile into the small intestine.

Mouth. It contains teeth that break down food.

Oesophagus. It connects the mouth and the stomach.

Stomach. It produces gastric juices.

Small intestine. It is covered with tiny, finger-like projections, called villi and produces intestinal juices.

Large intestine. It forms solid waste called faeces. Anus. It is the opening for faeces.

Pancreas. It releases pancreatic juice into the small intestine.

helper glands

digestive tube

1.4

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Student's AudioThe Essential Science Plus Student’s Audio contains the recordings of all the presentation texts in the Student’s Book. Icons in both the Student's Book and the Teacher's Book indicate when to use the recordings. The CD is in MP3 format.

four

1 Unscramble the words and complete the text about nutrition.

Nutrition is a combination of processes which supply

our body with the (sstaubcens)

and the (rgeney) we need

to live. The four processes involved in nutrition are

(esgtiodin) ,

(riratiespon) ,

(ulacirction)

and (retieoxcn) .

2 Read about the digestive system and write T (true) or F (false). Correct the false sentences.

a. The digestive system breaks down food into nutrients that our body can use.

b. It normally takes 24 to 48 minutes to digest food.

c. Digestion begins in the stomach.

d. The mouth, stomach and small intestine digest food.

e. Faeces leave the body through the blood.

3 Complete with the correct parts of the digestive system.

helper glands digestive tube

4

Nutrition1

five

1 Label the diagram of the respiratory system. Then, use the same words to complete the text.

When we inhale, air enters through the nostrils and goes to the . From here, air

travels down the and the trachea. The divides into two

that take air to the .

2 Cross out the words that are not related to the respiratory system. Then, use the remaining words to complete the sentences.

oxygen

liver

obtain

digestion

exhale

carbon dioxide

saliva

breathe in

diet

expel

a. When we , we the our body needs.

b. When we , we the our body produces.

3 Write about how to care for your lungs. Use the words in the green box to help you.

smoking – playing sports – air pollution – healthy – unhealthy

5

Unit 1

Teacher's BookThe Essential Science Plus Teacher’s Book offers step-by-step lesson plans with full-colour reproductions of the Student’s Book. Answer keys are included in the Teacher’s Book.

Cross-references indicate when to use the Essential Science Plus Activity Book.

Teacher's resources

Essential Science Plus 6 PRIMARY Essential Science Plus 6 PRIMARY

Teacher’s Book

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Essential Science Plus 6 PRIMARY

Teacher’s Resource BookPhotocopiable worksheets:

• Reinforcement• Extension• Culture• Investigate!• Assessment

class Audio cD


Class Audio


Class AudioClass Audio CD 2

UNIT TRACKS

Starterunit 0.1–0.2

Unit1 1.1–1.8

Unit2 2.1–2.8

Unit3 3.1–3.8

Unit4 4.1–4.8

Unit5 5.1–5.8

Unit6 6.1–6.8

UNIT TRACKS

Unit7 7.1–7.8

Unit8 8.1–8.8

Unit9 9.1–9.8

Unit10 10.1–10.8

Unit11 11.1–11.8

Unit12 12.1–12.8

Class Audio CD 1

The Essential Science Plus Class Audio contains two CDs. They include the recordings of all the texts from the Student’s Book, as well as two additional listening activities per unit.

CP: 4

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CP: 4

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© Richmond PublishingSantillana Educación, S. L., 2012

CD 2


IWB Activities

CP: 4

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• Digital Flashcards• Digital Posters• Web bankCD 1

CP: 4

9038

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Teacher’s ResourcesCD 4

© 2011 Richmond Publishing - Santillana Educación, S.L.

Primary CLIL

LanguageCompanion 6

CP: 4

9040

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i-bookCD 3

i-solutions

AlSO AVAIlABlEPRIMARY

Language Companion 6

The Language Companion is designed to help CLIL teachers in bilingual programmes with vocabulary and structures that the children may not have been exposed to or have not had sufficient practice with. This innovative multimedia tool can be used on an interactive whiteboard or on a computer with print options available for all worksheets.

The Language Companion has two sections: Science and Art. The Science section covers material from the seven Science syllabus topics, while the Art section deals with ten typical topics for each level.

Each section then offers three main areas to practise: Words, Language and Communication.

Minimum requirements:

Intel Pentium III (or equivalent); PowerPC G3 800 MHz (recommended: >1000 MHz) 256 MB of RAM (recommended: >512 MB) Screen resolution: 1024x768 pixels 8x CD-ROM Drive Loudspeakers

Operating systems:

• Windows 98, NT, 2000, XP, Vista and Windows 7• Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x• Linux (plugin Flash 8.0 or higher)

Instructions:

WindowsInsert the CD-ROM. The program will launch automatically. If the program fails to start automatically, open the file exeWin.exe to run.

LinuxInsert the CD-ROM and open the file exeLinux.htm to run. For full screen press F11.

MacInsert the CD-ROM and open the file exeMac.app to run.


Primary CLIL

PRIMARY

LAN

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www.richmondelt.com

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DIGITAl MATERIAl

Language CompanionInteractive resources for Science and Art

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i-solutionsEssential Science Plus 6PRIMARY

www.richmondelt.com

Essential Science Plus i-solutions is a box set containing four CDs which offer digital components for the CLIL Science classroom.

Essential Science Plus i-solutions has the following components:

CD 1 • Digital Flashcards • Digital Posters • Web bank

CD 2 • Interactive Whiteboard Activities

CD 3 • i-book

CD 4 • Teacher’s Resources and Maps

Minimum requirements and instructions: See readme.txt file in each CD.


ALSO AVAILABLE

www.santillana.es

CP: 490397


Primary CLIL

PRIMARY


• Digital Flashcards, Posters and Web bank

• i-book

• Interactive Whiteboard Activities

• Teacher’s Resources

www.santillana.eswww.richmondelt.com

EssentialScience Plus 6 PRIMARY

Activ

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STuDEnT’S MATERIAl

Student’s Book Activity Book Student’s Audio cD

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Student's Audio

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Digital resources

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www.richmondelt.com



CD 1 •DigitalFlashcards •DigitalPosters •Webbank

CD 2 •InteractiveWhiteboardActivities

CD 3 •i-book

CD 4 •Teacher’sResources


Language CompanionInteractiveresources for Science and Art

ALSO AVAILABLE

www.santillana.es

CP: 490397

PRIMARY


The Language Companion is designed to help CLIL teachers in bilingual programmes with vocabulary and structures that the children may not have been exposed to or have not had sufficient practice with. This innovative multimedia tool can be used on an interactive whiteboard or on a computer with print options available for all worksheets.

The Language Companion has two sections: Science and Art. The Science section covers material from the seven Science syllabus topics, while the Art section deals with ten typical topics for each level.

Each section then offers three main areas to practise: Words, Language and Communication.

Minimum requirements:

Intel Pentium III (or equivalent); PowerPC G3 800 MHz (recommended: >1000 MHz) 256 MB of RAM (recommended: >512 MB) Screen resolution: 1024x768 pixels 8x CD-ROM Drive Loudspeakers

Operating systems:

• Windows 98, NT, 2000, XP, Vista and Windows 7• Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x• Linux (plugin Flash 8.0 or higher)

Instructions:

WindowsInsert the CD-ROM. The program will launch automatically. If the program fails to start automatically, open the file exeWin.exe to run.

LinuxInsert the CD-ROM and open the file exeLinux.htm to run. For full screen press F11.

MacInsert the CD-ROM and open the file exeMac.app to run.


Primary CLIL

PRIMARY

LAN

GU

AG

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www.richmondelt.com

Pu

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6


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CP: 4

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Student's Audio

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Unit 1













NUTRITION









b. To store urine.





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iii

Teacher's BookThe Essential Science Plus Teacher’s Book offers step-by-step lesson plans with full-colour reproductions of the Student’s Book. Answer keys are included in the Teacher’s Book.

Cross-references indicate when to use the Essential Science Plus Activity Book.

The i-solutions pack consists of four CDs:

CD 1 Digital flashcards, Digital posters and Web bankThere are three sections. The Digital flashcard bank provides over 150 images to project onto a whiteboard or to print out. Each image offers the option of listening to the audio and viewing the written word. The Digital posters can be printed when required. The Web bank includes some of the best, free web links for teaching Science, Geography and History.

CD 2 IWB ActivitiesThe Interactive Whiteboard Activities CD contains five interactive activities per unit which can be used to help reinforce the course content in a fun way.

CD 3 i-bookThe i-book contains all the core course material in interactive format: Student’s Book, Activity Book, Teacher’s Book and Teacher’s Resource Book, as well as the Answer keys to all the components.

CD 4 Teacher’s resources This CD contains the PDFs of the Teacher’s Resource Book.

Teacher's resources


Teacher’s Book

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Teacher’s Book Teacher’s Resource Book




class Audio cD


Class Audio



UNIT TRACKS


Unit1 1.1–1.8

Unit2 2.1–2.8

Unit3 3.1–3.8

Unit4 4.1–4.8

Unit5 5.1–5.8

Unit6 6.1–6.8

UNIT TRACKS

Unit7 7.1–7.8

Unit8 8.1–8.8

Unit9 9.1–9.8

Unit10 10.1–10.8

Unit11 11.1–11.8

Unit12 12.1–12.8

Class Audio CD 1


CP: 4

9020

9

CP: 4

9041

9


CD 2


IWB Activities

CP: 4

9042

3




CP: 4

9038

6




© 2011 Richmond Publishing - Santillana Educación, S.L.

Primary CLIL

LanguageCompanion 6

CP: 4

9040

8



i-bookCD 3

i-solutions

AlSO AVAIlABlE


Primary CLIL


DIGITAl MATERIAl



• Digital Flashcards, Posters and Web bank

• i-book

• Interactive Whiteboard Activities

• Teacher’s Resources

6

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STuDEnT’S MATERIAl

Student’s Book Activity Book Student’s Audio cD

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Student's Audio

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The Class Audio includes recordings of all the texts from the Student’s Book and two additional listening activities per unit. The additional listening transcripts are at the back of the Teacher’s Book.

Class Audio


Class Audio



UNIT TRACKS


Unit1 1.1–1.8

Unit2 2.1–2.8

Unit3 3.1–3.8

Unit4 4.1–4.8

Unit5 5.1–5.8

Unit6 6.1–6.8

UNIT TRACKS

Unit7 7.1–7.8

Unit8 8.1–8.8

Unit9 9.1–9.8

Unit10 10.1–10.8

Unit11 11.1–11.8

Unit12 12.1–12.8

Class Audio CD 1


CP: 4

9020

9

The Essential Science Plus Teacher’s Resource Book is a spiral bound book of photocopiable worksheets with the following sections:


Answer keys are provided.

Teacher's Resource Book




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Digital resources

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www.richmondelt.com



CD 1 •DigitalFlashcards •DigitalPosters •Webbank

CD 2 •InteractiveWhiteboardActivities

CD 3 •i-book

CD 4 •Teacher’sResources


Language CompanionInteractiveresources for Science and Art

ALSO AVAILABLE

www.santillana.es

CP: 490397


490397_cubierta _ 0001-0001.indd 1 24/01/13 15:31

CP: 4

9038

6




490386_cubierta _ 0002-0002.indd 2 24/01/13 09:38

CP: 4

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i-bookCD 3

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CP: 4

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CD 2


IWB Activities

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CP: 4

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LOOK, READ AND SAY






1.1

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Unit 1













NUTRITION









b. To store urine.





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Practising competences and Show what you know

Special sectionsShow that you can

Key vocabulary

Six pages of key vocabulary, with simple, clear definitions. The key vocabulary is organized by unit.

iv

Student's Book








A


C D

B

Activities


The food pyramid.








1.2

6 six

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Unit 1

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Pharynx.








helper glands

digestive tube

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Opener page and Refresh your memory!

Information and practice pages

High-quality photographs and diagrams to illustrate the contents

Questions to introduce the main theme and draw on students’ previous knowledge

Full-colour photographs designed to capture the students’ attention and introduce the theme of the unit

Question cards with multiple choice answers. Students test a partner’s previous knowledge in a fun way

Number and title of the unit

Key vocabulary is highlighted in bold

Additional listening activities on the Class Audio

Texts recorded on the Student’s and the Class Audios

Activities to practise interdisciplinary skills related to the unit theme

Practical tasks to stimulate curiosity and practise the scientific method

Activities to practise the main concepts and language

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Practising competences and Show what you know

Special sectionsShow that you can

1 Compare these two balls and answer the questions.

• The two balls have the same volume, but which ball has less mass?

• In which ball is matter more concentrated? Explain your answer.

2 Look at the photographs. Write physical change or chemical change, and specify the type of change. Then, circle the reversible changes.

3 Write and draw an example of each of the following energy transformations.

a. chemical energy ➞ kinetic energy

b. chemical energy ➞ thermal energy

c. electrical energy ➞ thermal energy

d. light energy ➞ electrical energy

e. mechanical energy ➞ electrical energy

4 Think about the properties of light. What is wrong with these pictures?

a dc

a b

Show that you can

86 eighty-six

density of iron = 7.9 kg/l

iron ball aluminium ball

b

density of aluminium = 2.7 kg/l

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eighty-seven 87

5 In these two electric circuits, the light bulb is on. Is that correct? Explain your answer.

6 What will happen in each situation?

7 Name one example of each type of machine.

a. A simple machine that works with human energy and produces movement.

b. A complex machine that works with human energy and produces movement.

c. A complex machine that works with fuel and produces movement.

d. A complex machine that works with electricity and produces movement.

8 Copy and complete the sentences.

a. refers to the physical parts of a computer.

b. The is the ‘brain’ of the computer.

c. You use a to access the Internet.

d. A is a small computer without a physical keyboard.

e. Software programs for smartphones and tablets are called .

a b

c

a b

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At the end of each term, the Show that you can section provides a double-page with a variety of activity types for assessment and evaluation. These activities revise the main content as well as the key language.

Key vocabulary

Six pages of key vocabulary, with simple, clear definitions. The key vocabulary is organized by unit.

High-quality photographs and diagrams to illustrate the contents

Question cards with multiple choice answers. Students test a partner’s previous knowledge in a fun way

Do you know how to help when somebody is injured? Here are some simple first aid procedures to follow in different situations.

Practising competences

LEARNING BASIC FIRST AID PROCEDURES

MAKE A FIRST AID POSTER

a. With a partner, discuss each situation. Have you ever experienced any of these situations? Did someone give you first aid? Write a short dialogue for one of the situations.

b. In small groups, think about other emergency situations. Find out what to do for these situations: a deep cut, a wasp sting, head concussion.

c. Prepare a first aid poster. Draw some emergency situations. Write what to do in each case.

burn

Choking

TwisTed ankle

Cool the burn under cold, running water for 10 minutes.

Then, cover it with a plastic bag. If the burn is serious, ask

an adult for help or call the emergency number, 112.

Firmly slap the patient on the back until the object is expelled.

If the object is not expelled and choking continues, ask


Apply ice to the ankle. Keep the ankle immobile. Then, ask


As a general rule, STAY CALM

12 twelve

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Unit 1

1 Copy and complete the table.

nutrients function present in

carbohydrates

bacon...

growth and repair

vitamins and minerals fruit...

whole grains

2 Copy the diagram and complete the parts of the digestive system in order.

3 Copy and complete the sentences about the respiratory system.

a. Air enters the body through the .

b. Then it goes through the , the and the .

c. The trachea is divided into two which take the air towards each .

d. Inside each lung, bronchi are divided into which end in .

e. In the air sacs, enters the blood and leaves the blood.

4 Look at the diagram. What system is it? Copy it and label the parts.

5 SPEAKING. Read and discuss with your partner the mistake in each description.

a. A complete balanced diet means eating the same amount of food from each of the food groups.

b. The stomach, pancreas and liver are helper glands.

c. Bronchioles are moist surfaces in the lungs where gas exchange takes place.

d. Arteries carry blood back to the heart from all body tissues.

e. When you cut your finger, red blood cells help close the wound.

f. Urine is stored in the urethra until it leaves the body.

Show what you know

mouth stomach

liver

A

B

D

C

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Revision of content and language from the unit

Activities practising specific competences are flagged

Activities to practise interdisciplinary skills related to the unit theme

Practical tasks to stimulate curiosity and practise the scientific method

Activities to practise the main concepts and language

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Opening page and Refresh your memory!


Unit 1

Activities















Pharynx.








helper glands

digestive tube

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Objectives• To identify the four processes

involved in nutrition

• To learn about nutrition and a balanced diet

Key language• Vocabulary and structures:

circulation, digestion, excretion, respiration; circulatory/digestive/excretory/respiratory system; (balanced) diet, carbohydrates, fats, fibre, food pyramid, minerals, nutrients, nutrition, oxygen, proteins, vitamins, waste products; eliminate, obtain, supply, transport, take place

Presentation• Write digestion, respiration,

circulation and excretion in a column on the board. In another column, write air, waste, blood and nutrients. Ss match the columns.

• Ss look at the pictures of the systems and say as many body parts as they can remember.

1.2

• Play Track 1.2. Ss listen and read.• Ss name the organs in pictures A to

D. Ask: What are the main organs of the digestive system? Which process eliminates waste?

• Explain that foods contain more than one type of nutrient, for example, sausages contain fat, but also protein. Think of more examples as a class.

Activities1. Write one sentence in your

notebook about each of the four processes involved in nutrition.

• In pairs, Ss write descriptions of parts of each process. Ss take it in turns to read their descriptions and guess the process they belong to.

• Ss complete the activity in their notebooks.

Reinforcement• Show pictures of different foods. Ss say what food group each food

belongs to, and what nutrients it provides our body with.

Extension• In pairs, Ss search the Internet to find more information about a healthy

and balanced diet. They create a questionnaire on healthy eating, and give it to their friends and family members to complete. Ss present their results to the class.

UNIT 1

7

Objectives• To identify the parts of the digestive

system

• To find out how the digestive system breaks down food into nutrients

Key language• Vocabulary and structures: anus,

bile, carbon dioxide, digestive tube, digestion, faeces, helper/salivary glands, small/large intestine, liver, oesophagus, pancreas, pharynx, stomach, villi; gastric/intestinal/pancreatic (juices); break down, (be) absorbed), (be) digested, release

Presentation• In pairs, Ss brainstorm what they

know about the digestive system. Write the words on the board.

1.4

• Play Track 1.4. Ss listen and read. • Ss look at the diagram. Ask: Where

is digested food absorbed into the blood? What takes place in the large intestine? How long does it take to digest food?

Activities1. Work with the picture.

Look at the diagram. • Ss look at the diagram. In pairs,

they describe the process of digestion, using the example of eating an apple.

2. Copy and complete the sentences and write them in order.

• In pairs, Ss take it in turns to read a sentence and say one of the missing words. Ss write the sentences in their notebooks.

3. Work with the picture. Look at the food pyramid on page 6.

• Ss choose one of the sections in the pyramid and name the foods. Their partner names the nutrients.

UNIT 1

Reinforcement• Ss work in pairs to draw and label a diagram of the digestive system.

Extension

• Ss keep a food diary over a week and record the different foods they eat every day. They work out how much of the different food types they have each day (and then over the week).

• Then, as a class, they draw a bar chart to show which foods the class eats. They place the foods on the X axis and the number of Ss on the Y axis.

Activity Book, page 4

490187 _ 0012-0023.indd 16-17 16/08/13 12:36

Vocabulary is grouped and presented in alphabetical order

The main content objectives for each lesson

A summary of the key language structures and vocabulary

An introduction to the unit theme

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

Optional activities for reinforcement and extension

vi

Teacher's Book

The Essential Science Plus 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• Keylanguage• Presentation• Activities• ReinforcementandExtensionactivities

Each Teacher’s Book unit starts with a double-page programming spread.

Unit programming

4B4A

1Nutrition

The digestive system

The respiratory system

The circulatory systems

Blood circulation

The excretory system

Content objectives• To learn about the processes involved in nutrition: the digestive,

respiratory, circulatory and excretory systems

• To find out what makes a balanced diet

• To identify the components of blood and their functions

• To learn how blood circulation works

Language objectives• To name organs involved in nutrition: bronchi, digestive tube,

kidneys, pancreas, pharynx, trachea, small/large intestine, stomach, urethra...

• To describe the processes of nutrition: collect, excrete, expel, inhale, move, obtain, pump, transport...

Assessment criteria• Name and describe the processes of digestion, respiration,

circulation and excretion

• Describe a balanced diet

• Identify the the components of blood and explain their functions

• Describe pulmonary and systemic circulation

Competence in linguistic communication

• Describing the digestive process (SB p. 7: 1. Work with the picture)

• Describing the circulatory system (SB p. 9: 2. Read and answer the questions.)

• Describing the parts of the excretory system (SB p. 11: 2. Work with the picture.)

• Understanding written and oral texts (Class CD, Unit 1)

Knowledge and interaction with the physical world

• Recognizing the characteristics of the different systems of the human body (SB p. 7-11: The digestive system, The respiratory system, The circulatory system, The excretory system)

Competence in ‘learning to learn’

• Recognizing and dealing with simple injuries (SB p. 12: Practising competences)

• Finding out about different emergency situations (SB p. 12: Make a first aid poster)

• Discovering how to measure pulse rate (SB p. 10: Investigate! )

• Evaluating one’s own progress (SB p. 13: Show what you know)

Unit outline

NovemberOctober December

Competences

Contents• Nutrition and a balanced diet

• Processes involved in nutrition: digestion, respiration, circulation and excretion

• Components of blood: plasma, platelets and red and white cells

• Blood circulation: the pulmonary and systemic circuits

• Studying a food pyramid to learn about a balanced diet

• Using labelled diagrams to describe the processes involved in nutrition

• Correcting factual mistakes in sentences

• Using a table to organize and learn vocabulary

• Showing interest in learning about how nutrition works

• Appreciating the complexity of the human body

• Understanding that different systems interact to provide our body with nutritients

Unit content

Suggested timing for the unit

Values education

• Appreciating that healthy systems need healthy lifestyles

• Reflecting on the the importance of water for our health

• Learning how to help an injured person

Investigate!How can you change your

pulse rate?

Practising competencesLearning basic first aid procedures

Show what you knowNutrients




Nutrition

Nutrition and diet

490187 _ 0012-0023.indd 12-13 16/08/13 12:35

An overview of the content objectives, language objectives and assessment criteria for the unit

List of contents for the unit

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

A calendar to help organize the school year

A list of the competences students are expected to develop in the unit, with reference to specific activities

References to educational values which students will acquire in the unit

References to the Investigate!, Practising competences and Show what you know sections

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vii

Opening page and Refresh your memory!









A


C D

B

Activities


The food pyramid.








1.2

6 six

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Unit 1

Activities















Pharynx.








helper glands

digestive tube

1.4

seven 7

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6





circulation, digestion, excretion, respiration; circulatory/digestive/excretory/respiratory system; (balanced) diet, carbohydrates, fats, fibre, food pyramid, minerals, nutrients, nutrition, oxygen, proteins, vitamins, waste products; eliminate, obtain, supply, transport, take place




1.2



• Explain that foods contain more than one type of nutrient, for example, sausages contain fat, but also protein. Think of more examples as a class.









UNIT 1

7


system



bile, carbon dioxide, digestive tube, digestion, faeces, helper/salivary glands, small/large intestine, liver, oesophagus, pancreas, pharynx, stomach, villi; gastric/intestinal/pancreatic (juices); break down, (be) absorbed), (be) digested, release



1.4







• In pairs, Ss take it in turns to read a sentence and say one of the missing words. Ss write the sentences in their notebooks.



UNIT 1


Extension




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4




LOOK, READ AND SAY






1.1

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Unit 1













NUTRITION









b. To store urine.





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4

Objectives• To introduce the unit topic

• To learn about blood donations

• To activate previous knowledge about the human body

Key language• Key vocabulary and structures:

blood, donation, donor, illness, operation, transfusion, transplant, treatment; donate, recover, weigh; at least

Presentation• Explain that hospitals are always

short of blood for operations. Blood donors regularly give a small amount of their blood.

Ask: Do you know anyone who gives blood? Who can give blood? Who can’t give blood? Where can you give blood? Volunteers share their ideas with the class.

• Ss read the text and find the answers.

Look, read and say

• Ss look at the photos on page 4 and describe them.

• Ask: Why do you think the people are lying down? Why do you think the tubes have different coloured taps?

1.1

• Play Track 1.1. Next, volunteers read the text. Ss ask and answer the questions on the page. Ask more questions to recycle and practise vocabulary.

How often are blood transfusions needed in Spain? What are some positive results of blood donations?

Reinforcement• Ss take it in turns to ask and answer questions about the text and

the photos.

Extension• Ss choose one of the photographs, draw it and then write a short

description about it in their own words.

• Ss make a flow chart to show the process of blood transfusion, from advertising for blood donors to the use of blood in operations.

UNIT 1

5

Refresh your memory!Use the revision cards to help Ss revise their previous knowledge of the unit topics.

• Revise the four topics with the class using the suggestions below.

• Ss ask and answer the questions orally in pairs.

• Check answers as a class.

Nutrition

• Ask Ss to name the main food groups and write them on the board. Ss give some examples for each food group.


• Ss brainstorm the different parts of the digestive system. Write their ideas on the board. Then, write all the parts on the board in jumbled order. In pairs, Ss put them in order (mouth, oesophagus, stomach, small intestine, large intenstine, anus). Ask volunteers to describe the function of each part.


• Write the following words on the board: nose, mouth, arteries, lungs, trachea, bronchi, kidneys, bladder, and heart. Ask Ss to copy the words in their notebooks. In pairs, Ss circle only the words that are involved in the process of respiration. Volunteers share their ideas.


• Ask Ss: What system are the kidneys part of ? How many kidneys do we have?

UNIT 1

Reinforcement• Divide the class into teams. Say true or false statements about the

different systems. The teams take it in turns to answer true or false. If they are correct, they get one point. If they are wrong, the other team wins the point.

Extension• Ss draw foods from several different food groups, and swap drawings

with a partner. They label their partner’s foods and write out the nutrients each food contains.

Photos (clockwise from top left): people giving blood, a postage stamp advertising blood donations, blood samples in test tubes, a bag of blood ready for use in a hospital, red blood cells under a microscope

490187 _ 0012-0023.indd 14-15 16/08/13 12:35

Full-colour reproductions of the Student’s Book pages

Audio tracks are clearly signposted

A wide variety of optional reinforcement and extension activities

Vocabulary is grouped and presented in alphabetical order

Cross-reference to the Activity Book

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

The main content objectives for each lesson

A summary of the key language structures and vocabulary

An introduction to the unit theme

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

Optional activities for reinforcement and extension

A list of the competences students are expected to develop in the unit, with reference to specific activities

References to the Investigate!, Practising competences and Show what you know sections

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viii

Key competences in Science

Key competencesKey competences are a combination of knowledge, skills and attitudes appropriate to different contexts and situations. 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 are acquired in different learning situations and institutions. They are interdisciplinary because they integrate knowledge that originates in different academic disciplines. Essential Science Plus 6 focuses on key competences in the unit activities. The Practising competences page per unit helps develop skills related to competences.

Competence in linguistic communicationThis 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 by giving oral expositions on different topics. Reading and writing simple texts also develop this competence.

Mathematical competence This competence is the ability to use numbers, perform basic operations, understand symbols and solve problems in order to interpret the physical world. Natural Science includes mathematical interpretations and the mathematical expression of natural facts and phenomena.

Knowledge and interaction with the physical world This competence develops the ability to interact with the physical world and apply the scientific method to explain its phenomena. At Primary level, students are encouraged to define and solve problems, design and carry out simple experiments, work out solutions, analyse and describe their results.

Processing information and digital competenceThis is the ability to use both traditional and modern technologies to obtain, process and transmit information found in traditional and digital media. Students learn how to use lists, tables and index cards to classify information. They develop confidence in and a critical use of Information and Communication Technology (ICT).

Social competence and citizenshipThis competence refers to the ability to understand and participate successfully in the society in which we live. At Primary level, this is developed by promoting group cooperation, solidarity and satisfaction at successfully completing given tasks. An understanding of codes of conduct and customs in different environments is essential. This is achieved through the discussion of appropriate and inappropriate behaviour in different situations.

Cultural and artistic competence This competence involves recognising the importance of artistic creations at various times in history and in different cultures. It includes the appreciation of the visual arts, music and literature. The systematic interpretation of illustrations and photographs helps to develop this competence.

Competence in ‘learning to learn’This competence is acquired by learning how to apply different techniques aimed at selecting, organizing, interpreting and memorizing information. The sections Show what you know and Show that you can give students the opportunity to summarize what they have learned.

Autonomy and personal initiativeThe study of Science demands autonomy and initiative. From the moment a hypothesis is formulated, until conclusions are reached, students need to plan and organize their work creatively and with critical sense.

1

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ix

Social competence and citizenshipThis competence refers to the ability to understand and participate successfully in the society in which we live. At Primary level, this is developed by promoting group cooperation, solidarity and satisfaction at successfully completing given tasks. An understanding of codes of conduct and customs in different environments is essential. This is achieved through the discussion of appropriate and inappropriate behaviour in different situations.

Cultural and artistic competence This competence involves recognising the importance of artistic creations at various times in history and in different cultures. It includes the appreciation of the visual arts, music and literature. The systematic interpretation of illustrations and photographs helps to develop this competence.

Competence in ‘learning to learn’This competence is acquired by learning how to apply different techniques aimed at selecting, organizing, interpreting and memorizing information. The sections Show what you know and Show that you can give students the opportunity to summarize what they have learned.

Autonomy and personal initiativeThe study of Science demands autonomy and initiative. From the moment a hypothesis is formulated, until conclusions are reached, students need to plan and organize their work creatively and with critical sense.

Contents

IntroductionStudent's material ...................................................... iiTeacher's resources................................................... iiiStudent's Book ........................................................... ivTeacher's Book ........................................................... viKey competences ...................................................... viiiTeacher's Book contents ........................................... ixStudent's Book 6 contents ......................................... x

Lesson plansTerm 1Unit 1 ........................................................................... 4Unit 2 .......................................................................... 14Unit 3 .......................................................................... 24Unit 4 .......................................................................... 34End of Term 1 .............................................................. 44

Term 2Unit 5 .......................................................................... 46Unit 6 .......................................................................... 56Unit 7 ........................................................................... 66Unit 8 .......................................................................... 76End of Term 2 ............................................................. 86

Term 3Unit 9 .......................................................................... 88Unit 10 ......................................................................... 98Unit 11 .......................................................................... 108Unit 12 ......................................................................... 118End of Term 3 ............................................................. 128

Key vocabulary .......................................................... 130Audio transcripts ....................................................... 136Answer key ................................................................. 142

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x

Student's Book 6 ContentsUNIT TOPICS PRACTISING COMPETENCES

1 Nutrition

4

• Nutrition and diet• The digestive system• The respiratory system• The circulatory system• Blood circulation• The excretory system

Learning basic first aid procedures

2 Sensitivity I

14

• The function of sensitivity• The skin, the tongue and the nose• The eyes• The ears• The locomotor system• Movement

Being physically active

3 Sensitivity II

24

• The nervous system• Central and peripheral nervous systems• Voluntary and reflex movements• The endocrine system• The endocrine glands• Internal coordination

Testing your reaction time

4 Reproduction

34

• Sexual characteristics• The female reproductive system• The male reproductive system• Fertilization• Pregnancy• Birth and lactation

Differentiating between identical and fraternal twins

END OF TERM

5 Matter

46

• General properties of matter• Specific properties of matter• Classification of matter by composition• Physical states of matter• Physical changes in matter• Chemical changes in matter

Separating different types of mixtures

6 Energy

56

• Forms of energy• Properties of energy• Renewable energy sources• Non-renewable energy sources• Energy consumption and saving• Light

Understanding and interpreting scientific information

UNIT TOPICS PRACTISING COMPETENCES

7 Electricity and magnetism

66

•Electricalcharges•Electriccurrents•Electriccircuits•Productionanddistributionofelectricity•Magnetsandelectromagnets•Usesofmagnets

Building an electric circuit to test conductivity

8 Machines and technology

76

• Types of machines• Uses of machines• Inside a machine• Technological advances• Computers• The Internet

Managing your time with electronic devices

END OF TERM

9 Landscapes of Europe

88

•Plains•Mountains•Coastsandislands•Riversandlakes•Europeanclimates•Europeanvegetation

Researching the climate and vegetation of a country

10 The population and organization of Europe

98

• The population of Europe• The European Union• Institutions of the European Union• Accomplishments of the European Union• The territorial organization of Spain• The political organization of Spain

Interpreting population pyramids

11 Spain in the Modern Age

108

•ThediscoveryofAmerica•Consequencesoftheconquest•TheSpanishEmpire•CharlesIandPhilipII•ThedeclineoftheSpanishEmpire•TheWaroftheSpanishSuccession

Creating a data sheet about a historical source

12 Spain from the 18th century

118

• Bourbon Spain• The 19th century• The 20th century• Transition and democracy• Spain’s modern democracy• Major events in democracy

Analysing a historical painting

END OF TERM AND KEY VOCABULARY

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Student's Book 6 Contents

xi


1 Nutrition

4

• Nutrition and diet• The digestive system• The respiratory system• The circulatory system• Blood circulation• The excretory system

Learning basic first aid procedures

2 Sensitivity I

14

• The function of sensitivity• The skin, the tongue and the nose• The eyes• The ears• The locomotor system• Movement

Being physically active

3 Sensitivity II

24

• The nervous system• Central and peripheral nervous systems• Voluntary and reflex movements• The endocrine system• The endocrine glands• Internal coordination

Testing your reaction time

4 Reproduction

34

• Sexual characteristics• The female reproductive system• The male reproductive system• Fertilization• Pregnancy• Birth and lactation

Differentiating between identical and fraternal twins

END OF TERM

5 Matter

46

• General properties of matter• Specific properties of matter• Classification of matter by composition• Physical states of matter• Physical changes in matter• Chemical changes in matter

Separating different types of mixtures

6 Energy

56

• Forms of energy• Properties of energy• Renewable energy sources• Non-renewable energy sources• Energy consumption and saving• Light

Understanding and interpreting scientific information


7 Electricity and magnetism

66

•Electricalcharges•Electriccurrents•Electriccircuits•Productionanddistributionofelectricity•Magnetsandelectromagnets•Usesofmagnets

Building an electric circuit to test conductivity

8 Machines and technology

76

• Types of machines• Uses of machines• Inside a machine• Technological advances• Computers• The Internet

Managing your time with electronic devices

END OF TERM

9 Landscapes of Europe

88

•Plains•Mountains•Coastsandislands•Riversandlakes•Europeanclimates•Europeanvegetation

Researching the climate and vegetation of a country

10 The population and organization of Europe

98

• The population of Europe• The European Union• Institutions of the European Union• Accomplishments of the European Union• The territorial organization of Spain• The political organization of Spain

Interpreting population pyramids

11 Spain in the Modern Age

108

•ThediscoveryofAmerica•Consequencesoftheconquest•TheSpanishEmpire•CharlesIandPhilipII•ThedeclineoftheSpanishEmpire•TheWaroftheSpanishSuccession

Creating a data sheet about a historical source

12 Spain from the 18th century

118

• Bourbon Spain• The 19th century• The 20th century• Transition and democracy• Spain’s modern democracy• Major events in democracy

Analysing a historical painting

END OF TERM AND KEY VOCABULARY

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4A

1

Content objectives• To learn about the processes involved in nutrition: the digestive,

respiratory, circulatory and excretory systems

• To find out what makes a balanced diet

• To identify the components of blood and their functions

• To learn how blood circulation works

Language objectives• To name organs involved in nutrition: bronchi, digestive tube,

kidneys, pancreas, pharynx, trachea, small/large intestine, stomach, urethra...

• To describe the processes of nutrition: collect, excrete, expel, inhale, move, obtain, pump, transport...

Assessment criteria• Name and describe the processes of digestion, respiration,

circulation and excretion

• Describe a balanced diet

• Identify the the components of blood and explain their functions

• Describe pulmonary and systemic circulation

Unit outline

NovemberOctober December

Contents• Nutrition and a balanced diet

• Processes involved in nutrition: digestion, respiration, circulation and excretion

• Components of blood: plasma, platelets and red and white cells

• Blood circulation: the pulmonary and systemic circuits

• Studying a food pyramid to learn about a balanced diet

• Using labelled diagrams to describe the processes involved in nutrition

• Correcting factual mistakes in sentences

• Using a table to organize and learn vocabulary

• Showing interest in learning about how nutrition works

• Appreciating the complexity of the human body

• Understanding that different systems interact to provide our body with nutritients

Unit content

Suggested timing for the unit

Nutrition

490187 _ 0012-0023.indd 12 03/10/13 08:11

4B

Nutrition



The circulatory system

Blood circulation


Competence in linguistic communication

• Describing the digestive process (SB p. 7: 1. Work with the picture.)

• Describing the circulatory system (SB p. 9: 2. Read and answer the questions.)

• Describing the parts of the excretory system (SB p. 11: 2. Work with the picture.)

• Understanding written and oral texts (Class CD, Unit 1)

Knowledge and interaction with the physical world

• Recognizing the characteristics of the different systems of the human body (SB p. 7-11: The digestive system, The respiratory system, The circulatory system, The excretory system)

Competence in ‘learning to learn’

• Recognizing and dealing with simple injuries (SB p. 12: Practising competences)

• Finding out about different emergency situations (SB p. 12: Make a first aid poster)

• Discovering how to measure pulse rate (SB p. 10: Investigate! )

• Evaluating one’s own progress (SB p. 13: Show what you know)

Unit outline Competences

Values education

• Appreciating that healthy systems need healthy lifestyles

• Reflecting on the importance of water for our health

• Learning how to help an injured person

Investigate!How can you change your

pulse rate?

Practising competencesLearning basic first aid procedures

Show what you knowNutrients




Nutrition

Nutrition and diet

490187 _ 0012-0023.indd 13 03/10/13 08:11

4




LOOK, READ AND SAY






1.1

490165 _ 0004-0013.indd 4 23/05/13 17:51

Unit 1













NUTRITION









b. To store urine.





490165 _ 0004-0013.indd 5 23/05/13 17:51

4

Objectives• To introduce the unit topic

• To learn about blood donations

• To activate previous knowledge about the human body

Key language• Key vocabulary and structures:

blood, donation, donor, illness, operation, transfusion, transplant, treatment; donate, recover, weigh; at least

Presentation• Explain that hospitals are always

short of blood for operations. Blood donors regularly give a small amount of their blood.

Ask: Do you know anyone who gives blood? Who can give blood? Who can’t give blood? Where can you give blood? Volunteers share their ideas with the class.

• Ss read the text and find the answers.

Look, read and say

• Ss look at the photos on page 4 and describe them.

• Ask: Why do you think the people are lying down? Why do you think the tubes have different coloured tops?

1.1

• Play Track 1.1. Next, volunteers read the text. Ss ask and answer the questions on the page. Ask more questions to recycle and practise vocabulary.

How often are blood transfusions needed in Spain? What are some positive results of blood donations?

Reinforcement• Ss take it in turns to ask and answer questions about the text and

the photos.

Extension• Ss choose one of the photographs, draw it and then write a short

description about it in their own words.

• Ss make a flow chart to show the process of blood transfusion, from advertising for blood donors to the use of blood in operations.

UNIT 1

Photos (clockwise from top left): people giving blood, a postage stamp advertising blood donations, blood samples in test tubes, a bag of blood ready for use in a hospital, red blood cells under a microscope

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23/05/13 17:51

Unit 1













NUTRITION









b. To store urine.





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5

Refresh your memory!Use the revision cards to help Ss revise their previous knowledge of the unit topics.

• Revise the four topics with the class using the suggestions below.

• Ss ask and answer the questions orally in pairs.

• Check answers as a class.

Nutrition

• Ask Ss to name the main food groups and write them on the board. Ss give some examples for each food group.


• Ss brainstorm the different parts of the digestive system. Write their ideas on the board. Then, write all the parts on the board in jumbled order. In pairs, Ss put them in order (mouth, oesophagus, stomach, small intestine, large intenstine, anus). Ask volunteers to describe the function of each part.


• Write the following words on the board: nose, mouth, arteries, lungs, trachea, bronchi, kidneys, bladder, and heart. Ask Ss to copy the words in their notebooks. In pairs, Ss circle only the words that are involved in the process of respiration. Volunteers share their ideas.


• Ask Ss: What system are the kidneys part of ? How many kidneys do we have?

UNIT 1

Reinforcement• Divide the class into teams. Say true or false statements about the

different systems. The teams take it in turns to answer True or False. If they are correct, they get one point. If they are wrong, the other team wins the point.

Extension• Ss draw foods from several different food groups, and swap drawings

with a partner. They label their partner’s foods and write out the nutrients each food contains.

490187 _ 0012-0023.indd 15 03/10/13 08:11








A


C D

B

Activities


The food pyramid.








1.2

6 six

490165 _ 0004-0013.indd 6 23/05/13 17:51

Unit 1

Activities















Pharynx.








helper glands

digestive tube

1.4

seven 7

490165 _ 0004-0013.indd 7 23/05/13 17:51

6





circulation, digestion, excretion, respiration; circulatory/digestive/excretory/respiratory system; balanced diet, carbohydrates, fats, fibre, food pyramid, minerals, nutrients, nutrition, oxygen, proteins, vitamins, waste products




1.2



• Explain that foods contain more than one type of nutrient, for example, sausages contain fat, but also protein.

1.3

• Play Track 1.3. Ss listen and answer the questions.








UNIT 1


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23/05/13 17:51

Unit 1

Activities















Pharynx.








helper glands

digestive tube

1.4

seven 7

490165 _ 0004-0013.indd 7 23/05/13 17:51

7


system



bile, carbon dioxide, digestive tube, digestion, faeces, helper/salivary glands, small/large intestine, liver, oesophagus, pancreas, pharynx, stomach, villi; gastric/intestinal/pancreatic juices; break down, be absorbed, be digested, release



1.4







• In pairs, Ss take it in turns to read a sentence and say one of the missing words. Ss write the sentences in order in their notebooks.



UNIT 1


Extension




490187 _ 0012-0023.indd 17 03/10/13 08:11

Respiration is the process by which we breathe in or inhale, to obtain the oxygen our body needs, and we breathe out, or exhale, to expel the carbon dioxide our body produces.

Respiration takes place in the respiratory system. It consists of the air passageways and the lungs.


Activities

1 WORK WITH THE PICTURE. Look at the diagram. Tell your partner what happens when you breathe in and breathe out. Which part of the body is common to both the respiratory and the digestive systems?

2 Use only the words related to the respiratory system to write sentences.

bronchioles – small intestine – lungs – bile – nostrilspancreas – air sacs – stomach – trachea – teeth

3 SPEAKING. Discuss with your partner ways to keep your respiratory system healthy.

Example: I think it is healthy for my respiratory system to go for walks in the fresh air. I think it is bad for the respiratory system to…

When we inhale, air enters through the nostrils, goes to the pharynx, then, travels down the larynx and the trachea. The trachea is divided into two branches called the bronchi. The bronchi take the air to each lung.

Inside the lungs, the bronchi are divided into smaller branches called bronchioles. The bronchioles lead to the air sacs. Air sacs are moist surfaces in the lungs where gas exchange takes place: oxygen enters the blood and carbon dioxide leaves the blood.

The respiratory system.

nostrils

air sacs

bronchioles

larynx

pharynx

lungs

trachea

bronchi

1.5

8 eight

490165 _ 0004-0013.indd 8 23/05/13 17:51

Unit 1

Circulation is the movement of blood through the circulatory system. Blood carries nutrients and oxygen to all parts of the body and collects waste substances to be eliminated.

The circulatory system consists of the heart, blood and blood vessels.

The heartThe heart is a special type of muscle. It acts as a pump to send blood around the body through the blood vessels. The heart has four chambers:

The right and left atria where blood enters the heart.

The right and left ventricles where blood leaves the heart.

Blood vesselsBlood vessels are tubes which transport blood throughout the body. There are three types:

Arteries. These carry blood away from the heart towards all body tissues.

Veins. These carry blood back to the heart from all body tissues.

Capillaries. These have very thin walls. This allows for nutrients and oxygen to pass into the body cells, and for carbon dioxide and waste to leave the cells.


Activities

1 WORK WITH THE PICTURE. Find the arteries, veins and capillaries on the diagram of the heart. Explain to your partner how the heart works. Are the four chambers in the heart connected?

2 Read and answer the questions.

a. Which substances travel through the blood vessels into the body cells?

b. Which substances travel through the blood vessels away from the body cells?

c. Which part of the circulatory system is responsible for pumping blood?

d. In which chambers does blood enter the heart? From which chambers does blood exit?

e. Which blood vessels connect the arteries and veins?

The circulatory system and the heart.

Cross section of the heart.

veins

heartarteries

capilliaries

left ventricle

left atrium

right ventricle

right atrium

1.6

1.7

nine 9

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8

Objectives• To identify the parts of the

respiratory system

• To find out how the respiratory system obtains oxygen

Key language• Vocabulary and structures: air

passageways, air sacs, bronchi, bronchioles, carbon dioxide, larynx, lungs, nostrils, oxygen, pharynx, respiratory system, trachea; breathe in, breathe out, exhale, inhale

Presentation• Ss place their hands on their sides

and breathe slowly. Volunteers say if they are breathing in or breathing out.

• Ask: When we breathe in, what route does the air take in our bodies? Where does gas exchange take place?

1.5

• Play Track 1.5. Ss listen and read. • Ask: What are the bronchioles?

What happens in the air sacs?1. Work with the picture. Look at

the diagram. • In pairs, Ss use the diagram to

explain the breathing process.

• Ss complete the activity.

2. Use only the words related to the respiratory system to write sentences.

• As a class, eliminate the words not related to the respiratory process. Ss write sentences in their notebooks.

3. Speaking. Discuss with your partner ways to keep your respiratory system healthy.

• Give groups of Ss a piece of paper with one word or phrase on it: smoking, exercise, eating a healthy diet, good hygiene, etc. Ss say which habits are healthy.

Reinforcement• Ss play Twenty Questions to review the key vocabulary of the respiratory

system.

For example: S1: Is it in the neck? S2: Yes. S1: Is it a tube? S2: Yes. S1: The trachea!

Extension• Ss prepare a leaflet promoting a healthy respiratory system. Ask them to

find five or more top tips. Ss present their leaflet to the class.

UNIT 1


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Unit 1

Circulation is the movement of blood through the circulatory system. Blood carries nutrients and oxygen to all parts of the body and collects waste substances to be eliminated.

The circulatory system consists of the heart, blood and blood vessels.

The heartThe heart is a special type of muscle. It acts as a pump to send blood around the body through the blood vessels. The heart has four chambers:

The right and left atria where blood enters the heart.

The right and left ventricles where blood leaves the heart.

Blood vesselsBlood vessels are tubes which transport blood throughout the body. There are three types:

Arteries. These carry blood away from the heart towards all body tissues.

Veins. These carry blood back to the heart from all body tissues.

Capillaries. These have very thin walls. This allows for nutrients and oxygen to pass into the body cells, and for carbon dioxide and waste to leave the cells.


Activities

1 WORK WITH THE PICTURE. Find the arteries, veins and capillaries on the diagram of the heart. Explain to your partner how the heart works. Are the four chambers in the heart connected?

2 Read and answer the questions.

a. Which substances travel through the blood vessels into the body cells?

b. Which substances travel through the blood vessels away from the body cells?

c. Which part of the circulatory system is responsible for pumping blood?

d. In which chambers does blood enter the heart? From which chambers does blood exit?

e. Which blood vessels connect the arteries and veins?

The circulatory system and the heart.

Cross section of the heart.

veins

heartarteries

capilliaries

left ventricle

left atrium

right ventricle

right atrium

1.6

1.7

nine 9

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9

Objectives• To discover how the circulatory

system works

• To learn about how the heart works

• To name the blood vessels


arteries, atrium (atria), blood vessels, capillaries, chamber, circulation, circulatory system, heart, pump, veins, ventricle; throughout

Presentation• Ss look at the diagram. Ask: What

does the circulatory system do? Can you think of any organs associated with the circulatory system?

1.6

• Ask: What does blood carry? What are the four parts of the heart called? What is the difference between an artery and a vein?

• Ss look at the cross section of the heart. Explain: The colours in the cross section of the heart represent oxygen content. Oxygen-poor blood (purple), leaves the heart through the right ventricle and enters the lungs, where it receives oxygen. Oxygen rich-blood (red), leaves the lungs and enters the heart through the left atrium.

Activities1. Work with the picture.In pairs, Ss follow the arrows on the diagram of the heart to understand how blood circulates. Ss complete the activity.

1.7

• Play Track 1.7. Ss look at the diagram of the heart. They listen and check their answers to Activity 1.

2. Read and answer the questions.• Ss ask and answer the questions

about the circulatory system.

UNIT 1

Reinforcement• In pairs, Ss look at the diagram of the circulatory system. S1 says the

names of the parts. S2 points to the parts.

Extension• If possible, bring in a sheep’s heart to dissect in class. Ss see if they can

recognize the arteries, veins and capillaries.


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BloodThe components of blood Blood is a liquid substance in our body that transports nutrients, oxygen, carbon dioxide and waste. Blood is made up of:

Plasma. This is a clear fluid which transports nutrients and waste around the body.

Red blood cells. These carry oxygen from the lungs to all body cells.

White blood cells. These protect the body from germs and disease.

Platelets. These are fragments of old cells. They help stop bleeding from wounds.

Blood circulationBlood moves constantly through the circulatory system through two separate circuits:

The pulmonary circuit. This carries blood to the lungs to expel carbon dioxide, and to obtain oxygen and bring it back to the heart.

The systemic circuit. This carries blood with nutrients and oxygen to the rest of the body and returns blood with carbon dioxide and waste back to the heart.

Investigate!

How can you change your pulse rate? Your pulse rate, or heart rate, tells you the number of times your heart beats in a minute. You are going to take your pulse in different situations.

1 Find your pulse on your wrist. Count the number of beats while your partner times you for 15 seconds. Multiply this number by four to calculate the number of beats in a minute.

2 Take your pulse again in the following situations. Then, complete the table.

situation sitting standingafter running for

one minuteafter jumping for one

minute

pulse rate

3 Is your pulse rate always the same? When is your pulse rate the slowest/fastest?

Blood composition.

white blood cells

red blood cells

platelets

plasma

Blood circulation.

pulmonary circulation

systemic circulation

1.8

blood with high oxygen

blood with low oxygen

10 ten

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Unit 1


Activities

1 Talk to your partner about the diagram of blood circulation on page 10. What are the two types of circuits? What is the function of each type?

2 WORK WITH THE PICTURE. Look at the diagram above. Describe the excretory system to your partner. How is urine produced and eliminated? Why is it important to drink a lot of water?

3 Correct the mistake in each sentence. Then, write them in order.

a. The urethra carries urine from the kidneys to the bladder.

b. Urine is stored in the ureters.

c. The kidneys filter the urine.

d. Urine leaves the body through the bladder.

4 Search the Internet for information about how to take care of the excretory system. Write down healthy and unhealthy habits.

Excretion is the elimination of waste substances from the blood.

The excretory system consists of the kidneys, the ureters, the bladder and the urethra.

The kidneys filter the blood, retain waste substances and use them to produce urine. They also reabsorb useful nutrients and water and put them back into the blood. The ureters carry urine from the kidneys to the bladder. Urine is stored in the bladder until it leaves the body through the urethra.

The importance of waterAll blood is filtered by the kidneys about 300 times per day. Our body is about two thirds water, so the kidneys also help to maintain a water balance by producing more or less urine, depending on how much water we drink.

The excretory system.

1.9

kidneys

ureters

bladder

urethra

eleven 11

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10

Objectives• To learn about the components

of blood and their functions

• To learn about pulmonary and systemic circulation

Key language• Vocabulary and structures: red/

white blood cells, pulmonary/systemic circuit, plasma, platelets; carry, expel, obtain, transport

Presentation• Ss look at the pictures of red and

white blood cells. Ask: What are cells? What are the main parts of a cell? Are all cells the same? Are people unicellular or multicellular?

1.8

• Play Track 1.8. Ss listen and read.• Ask: What does blood do in our

body? • Ss look at the diagram of blood

circulation. Ask: Which circuit carries blood from the heart to the lungs, in order to obtain oxygen? Which circuit carries blood with oxygen and nutrients to the rest of the body?

Activities1. Investigate! How can you change

your pulse rate?• Read the text with the class. Take

your pulse to demonstrate. In pairs, Ss calculate their pulse rate.

2. Investigate!• Ss first predict whether their pulse

will be faster or slower in each situation.

3. Investigate!• Ss take their pulse after a variety of

activities and at different times of the day.

Reinforcement• Write a short text about the components of blood on the board. Several

volunteers read it out. Then, rub out the names of the components of blood. Volunteers read out the text, and say the missing words. Continue the activity by rubbing out more words until all the text is gone. Ask a volunteer to ‘read’ the text!

Extension• Ss research different blood groups on the Internet. They find out what

their blood group is. Ss conduct a survey in class to find out what the main blood groups are. They draw a bar graph of their results.

UNIT 1

Activity Book, page 7Activity Book, page 6

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Investigate!

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Unit 1


Activities

1 Talk to your partner about the diagram of blood circulation on page 10. What are the two types of circuits? What is the function of each type?

2 WORK WITH THE PICTURE. Look at the diagram above. Describe the excretory system to your partner. How is urine produced and eliminated? Why is it important to drink a lot of water?

3 Correct the mistake in each sentence. Then, write them in order.

a. The urethra carries urine from the kidneys to the bladder.

b. Urine is stored in the ureters.

c. The kidneys filter the urine.

d. Urine leaves the body through the bladder.

4 Search the Internet for information about how to take care of the excretory system. Write down healthy and unhealthy habits.

Excretion is the elimination of waste substances from the blood.

The excretory system consists of the kidneys, the ureters, the bladder and the urethra.

The kidneys filter the blood, retain waste substances and use them to produce urine. They also reabsorb useful nutrients and water and put them back into the blood. The ureters carry urine from the kidneys to the bladder. Urine is stored in the bladder until it leaves the body through the urethra.

The importance of waterAll blood is filtered by the kidneys about 300 times per day. Our body is about two thirds water, so the kidneys also help to maintain a water balance by producing more or less urine, depending on how much water we drink.

The excretory system.

1.9

kidneys

ureters

bladder

urethra

eleven 11

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11

Objectives• To study how the excretory system

eliminates waste substances

• To learn how water is important for our bodies


bladder, excretion, excretory system, kidneys, ureters, urethra, urine; be stored, filter, retain

Presentation• Write these words on the board:

kidneys, lungs, pancreas, bladder, urethra, liver, heart and ureters. Ss identify the four parts of the excretory system by looking at the diagram.

1.9

• Play Track 1.9. Ss listen and read.• Ask: Where is blood filtered? What

does the bladder do? How much of our body is water?

• Explain that water helps our body transport nutrients, regulate temperature and eliminate waste. We lose water through perspiration and respiration, so we need to drink lots of it.

Activities1. Talk to your partner about the

diagram of blood circulation. • In pairs, Ss describe the route the

blood takes around the body: Blood goes to the lungs to expel carbon dioxide. Then, …

2. Work with the picture.• In pairs, Ss look at the diagram

and describe the excretory system.

3. Correct the mistake in each sentence.


4. Search the Internet for information about how to take care of the excretory system.

• Ss write habits in two columns: ‘healthy’ and ‘unhealthy’.

UNIT 1

Reinforcement• Draw the excretory system on the board. Write the parts underneath the

diagram, but scrambled and out of order. Volunteers unscramble the words and label the diagram.

Extension• In small groups, Ss search the Internet for pictures of the four systems

covered in the Unit. They use the pictures to make a large class wall chart. Ss take it in turns to label the pictures. Underneath each picture, Ss write the main function.

Activity Book, page 7Activity Book, page 6

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Do you know how to help when somebody is injured? Here are some simple first aid procedures to follow in different situations.

Practising competences

LEARNING BASIC FIRST AID PROCEDURES

MAKE A FIRST AID POSTER

a. With a partner, discuss each situation. Have you ever experienced any of these situations? Did someone give you first aid? Write a short dialogue for one of the situations.

b. In small groups, think about other emergency situations. Find out what to do for these situations: a deep cut, a wasp sting, head concussion.

c. Prepare a first aid poster. Draw some emergency situations. Write what to do in each case.

burn

Choking

TwisTed ankle

Cool the burn under cold, running water for 10 minutes.

Then, cover it with a plastic bag. If the burn is serious, ask


Firmly slap the patient on the back until the object is expelled.

If the object is not expelled and choking continues, ask


Apply ice to the ankle. Keep the ankle immobile. Then, ask


As a general rule, STAY CALM

12 twelve

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Unit 1



carbohydrates

bacon...

growth and repair


whole grains
















Show what you know

mouth stomach

liver

A

B

D

C

thirteen 13

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12

Objectives• To practise key competences

arising from the unit

• To apply key concepts

• To learn basic first aid procedures

Key language• Vocabulary and structures: burn,

emergency, first aid patient, procedure; apply (ice), be injured, cool, choke, expel, slap; immobile, serious; running water, twisted ankle

Presentation• Ask: What happens at school

when someone falls and hurts themselves? What do you need to do? Explain that, when we help someone who is hurt, before they see the school nurse, or a doctor, we call it ’first aid‘.

Activities• Volunteers read the text.

• In pairs, Ss take it in turns to role-play the three situations. S1 acts as the injured person and S2 as the one giving first aid. Ss swap roles.

• As a class, brainstorm other emergency situations and possible first aid procedures.

• Ss prepare a first aid poster in small groups, following step c.

Reinforcement• Divide the class into two teams. Describe different injuries. The teams

take it in turns to say how they would provide first aid. A correct answer gets two points. If the answer isn’t correct, the other team can answer for a bonus point.

Extension• Ss search the Internet to find out what to do in different emergency

situations. Use reference books or first aid websites for children. Make a class first aid book designed for children, including emergency phone numbers and local health care availability.

UNIT 1

Activity Book, page 52, Investigate!

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Unit 1



carbohydrates

bacon...

growth and repair


whole grains
















Show what you know

mouth stomach

liver

A

B

D

C

thirteen 13

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13

Objectives• To revise key vocabulary

and concepts from the unit

• To give Ss the opportunity to check their own progress

Key language• Vocabulary and structures: revision

of Unit 1

Presentation• Ss look back though Unit 1 and

revise the vocabulary. Ask: What are the four main systems involved in nutrition? What is the function of each system?

Activities1. Copy and complete the table.• Make sets of cards with nutrients,

their function and in what foods they are present. In small groups, Ss classify the cards.

• Ss copy and complete the table.

2. Copy the diagram and complete the parts of the digestive system in order.

• Ss refer to the diagram on page 7 and describe the process of digesting an apple.

• Ss copy and complete the diagram.

3. Copy and complete the sentences about the respiratory system.

• In pairs, Ss review the main parts of the respiratory system and answer the questions orally.

4. Look at the diagram. What system is it?

• In pairs, Ss identify the system. They describe the process and identify the different organs. Ss copy and complete the diagram.

5. Speaking. Read and discuss with your partner the mistake in each description.

• In pairs, Ss discuss the mistakes orally. Ss work with another pair to correct the mistakes.

UNIT 1

Reinforcement• Ss play Hangman with key vocabulary from the unit.

Extension• If possible, invite a Red Cross volunteer or a nurse to visit the school. Ss

prepare questions beforehand. They add any interesting answers to the class first aid book they have made.

Activity Book, page 52, Investigate!

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Documents

Essential Science Plus 6 PRIMARY Teacher’s Book Science Plus 6 PRIMARY Teacher’s Book 490187 _ 0001-0011.indd 1 03/10/13 08:16