Top Science 6PRIMARY - · PDF filewhich reflect the young learner’s real world . ... 8 0 0 1 9 6 8 Top Science 6 PRIMARY Activity Book Top Science 6 PRIMARY STUDENT’S MATERIAL

Top Science 6PRIMARY

TEACHER’S BOOK

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II

Contents

IntroductionStudent’s Book organisation . . . . . . . . . . . . . . . . . . . . . . . iv

Teacher’s Book organisation . . . . . . . . . . . . . . . . . . . . . . viii

Teacher’s resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

Student and digital resources . . . . . . . . . . . . . . . . . . . . . . xii

Key competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Student’s Book contents . . . . . . . . . . . . . . . . . . . . . . . . . xiv

Teacher’s Book lesson plansWelcome to your Science book! . . . . . . . . . . . . . . . . . . . . 4

First term

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

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

Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

second term

Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Unit 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Unit 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

third term

Unit 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Unit 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Unit 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

Unit 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Unit 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

timeLine oF sPAnish historY . . . . . . . . . . . . . . . . . . 198

GLossArY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Annex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Audio trAnscriPts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

Answer keY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

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Top Science 3PRIMARYTop Science 3PRIMARY

STUDENT’S MATERIAL

TEACHER’S MATERIAL

Student’s Book

Teacher’s Book

Activity Book

Teacher’s Resource Book

Class Audio CD

i-solutions

Top Science 3PRIMARYTe

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www.santillana.eswww.richmondelt.com

DIGITAL MATERIAL

• Digital Flashcards, Posters and Web bank

• Teacher’s Resources and Maps

• i-book

• Interactive Whiteboard Activities

ALSO AVAILABLE

• Science Posters• Science Tasks Booklet• Language Companion CD-ROM

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DIGITAL MATERIAL



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DIGITAL MATERIAL



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DIGITAL MATERIAL



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DIGITAL MATERIAL



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ALSO AVAILABLE



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Student’s Book

Teacher’s Book

Activity Book


Class Audio CD

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DIGITAL MATERIAL



• i-book


ALSO AVAILABLE



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Student’s Book

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Class Audio CD

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DIGITAL MATERIAL



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ALSO AVAILABLE



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Student’s Book

Teacher’s Book

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Class Audio CD

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DIGITAL MATERIAL



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ALSO AVAILABLE


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Introduction

Top Science is a six-level Primary course which progressively introduces the core curricular objectives of Natural Science, Geography and History . The course has been designed as an effective, user-friendly tool in the classroom .

The main aims of Top Science are:

•To promote understanding and appreciation of the natural and social environment through situations which reflect the young learner’s real world .

•To provide opportunities whereby young learners can put into practice their personal and social skills .

•To offer a content-based approach to Science through which other interdisciplinary skills will develop: language, inquiry, learning to learn and making decisions .

•To provide a solid base for values education through the course contents so learners develop scientific curiosity as well as responsibility for the world they live in .

Special attention has been paid to the following aspects:

•Sequencing of the contents

•Quantity and diversity of the activities

•Graded level of difficulty in both the explanations and the activities

•Clarity of the illustrations and visual explanations

•Careful grading of the level of English throughout the course

•Complementary components in both printed and digital format to suit all teaching situations

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DIGITAL MATERIAL



• i-book


ALSO AVAILABLE


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STudenT’S MATeRIAl

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Student’s Book

Teacher’s Book

Activity Book


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dIGITAl MATeRIAl

• digital Flashcards, Posters and Web bank


• i-book


AlSO AVAIlABle

• Science Posters• Science Tasks Booklet• language companion cd-ROM


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UNIT TRACKS CD No.

1 1.1-1.5 1-5 2 2.1-2.5 6-10 3 3.1-3.6 11-16 4 4.1-4.5 17-21 5 5.1-5.4 22-25 6 6.1-6.5 26-30 7 7.1-7.5 31-35 8 8.1-8.6 36-41 9 9.1-9.5 42-46 10 10.1-10.5 47-51 11 11.1-11.5 52-56 12 12.1-12.6 57-62 13 13.1-13.5 63-67 14 14.1-14.4 68-71 15 15.1-15.5 72-76

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Top S

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

Top Science i-solutions has these components:

CD 1 • Digital fl ashcards • Digital posters • Web bank

CD 2 • Teacher’s Resources and Maps CD 3 • i-bookCD 4 • Interactive Whiteboard Activities

Minimum requirements and instructions: See readme·txt fi le in each CD.

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• Digital Flashcards• Digital Posters• Web Bank

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


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IV

The Student’s Book

General organisation

Opening page Photographs accompanied by short texts and questions to stimulate observation skills, to activate previous knowledge and to introduce the main theme of the unit .

What do you remember?

An opportunity to activate previous knowledge . Concise texts revise previously taught concepts, necessary for studying the unit .

Information and practice pages

Our world

Hands on!

The main theme is divided into various topics . Each topic is presented in numbered sections which provide texts and full-colour illustrations on the main concepts . The Questions boxes offer questions to improve oral and written comprehension .

Around five or six listening activities per unit are recorded on the Class Audio CD .

Contemporary issues help students relate to the real world . They have the opportunity to express personal opinions, listen to others and reflect on educational values .

The Hands on! section teaches scientific procedures in a practical way . The activities are graded in difficulty throughout the course .

Activities A full page of activities provides practice of the main concepts from the unit .

Revision The main concepts of the unit are summarised in a short text . Students copy and complete a chart based on the summary .

I can This page provides a reading text related to one of the main concepts of the unit, contextualised in the young learner’s world . Students apply their recently acquired knowledge to reflect on the situation and to solve problems .

Top Science Student’s Book consists of fifteen core units, organised into three terms . In addition, there is a revision unit after each term . Each main unit comprises 10-14 pages and contains the following sections:

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V

Opening pages


The Science content is made accessible by careful language grading and constant recycling of vocabulary and structures . The guided questions for each section aid comprehension .

The circulation of bloodWilliam Harvey was an English physician. He was born on 1st April, 1578. He is famous for his discoveries about how blood circulates around the body.

Harvey proved that the heart pumps the blood through the arteries. He proved that the blood returns to the heart, through the veins, in a circulatory movement. He performed dissections and carried out experiments to study the motion of the heart and the blood in live animals.

In 1628, Harvey presented his findings in his Anatomical essay on the motion of the heart and blood in animals. Harvey did not record his findings until he could prove them. This practice is known as the scientific method.

Nutrition II2

16 sixteen

Where is there blood in our bodies?

What makes blood move?

How did Harvey study the motion of the heart and the blood?

What is the scientific method?

THINK ABOUT

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Respiration and excretion

What is respiration?Respiration is a process. Our body uses respiration to obtain oxygen and expel carbon dioxide.

Look at the first diagram. Cells combine oxygen with nutrients and obtain energy. This process is called cellular respiration. During this process, carbon dioxide is produced. This gas must be expelled from our bodies.

The respiratory systemThe respiratory system consists of the air passageways and the lungs. Look at the second diagram.

The air passageways are the tubes through which air goes in and out of our bodies. They include the nostrils, pharynx, larynx, trachea, bronchi and bronchioles.

The lungs are the two spongy organs where the gas exchange takes place. They are in the thoracic cavity, which is formed by the sternum, the ribs and the spinal column.

RespirationBreathing movements, inhalation and exhalation, are carried out by the diaphragm and the intercostal muscles.

During inhalation, the lungs and the thoracic cavity expand. When we breathe in, air enters through the nostrils and goes to the pharynx. From there, it travels to the larynx and the trachea. The trachea is divided into two bronchi connected to each lung. Inside the lungs, the bronchi are divided into bronchioles. At the end of the bronchioles, are the alveoli. Here gas exchange occurs: oxygen from the air passes into the blood, and carbon dioxide passes from the blood into the air to be expelled.

During exhalation, the lungs and the thoracic cavity contract. This pushes the air that contains carbon dioxide out of our body.

1

2

3

ExcretionBodily functions produce waste substances that pass into the blood. If waste accumulates, it can harm the body. Excretion is the elimination of waste substances from the blood. This process is carried out by the excretory system.

Excretion is not the same as the elimination of faeces. Substances contained in faeces have not passed into the blood.

The excretory systemLook at the diagram. The excretory system is made up of:

The kidneys. These are in the abdomen, at both sides of the spinal column. They filter the blood and retain waste substances which make up urine.

The ureters. These two tubes carry urine from the kidneys to the bladder.

The bladder. This stores the urine until it is expelled from the body.

The urethra. Urine is expelled through this tube.

sweat and sweat glandsSweat is a liquid that our body secretes. Secreting sweat eliminates excess heat when our body is very hot or when we exercise.

Sweat is formed in the sweat glands in the skin. Look at the diagram. Each gland is made up of a ball-shaped coil in the inner layer of the skin, and a tiny tube that connects with a pore on the outside surface of our skin.

Sweat consists primarily of water, but it also contains salts and a small amount of waste substances. Consequently, sweat is also part of the excretory function.

When our body sweats, it loses water and salts. So when you sweat, you should drink a lot of water to replace it.

4

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18 eighteen

trachea

alveoli

nostrils

pharynx

oxygen carbon dioxide


energy

REsPIRATION

CEllUlAR REsPIRATION

nutrients

lungs

bronchilarynx

bronchioles

Respiration and cellular respiration. Explain, in your own words, what this diagram shows.

Diagram of the respiratory system.

2.2

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17seventeen

WHAT DO YOU REMEMBER?

IN THIs UNIT, YOU WIll…

Discover what the process of respiration is and what the respiratory system is like.

Describe the respiration process.

Discover what the process of excretion is and what the excretory system is like.

Describe the excretory process.

Discover what circulation is and what the circulatory system is like.

Find out about blood and its components.

Describe the circulatory process.

Make a linear graph.

NutritionThe function of nutrition includes:

Digestion, which takes place in the digestive system.

Respiration, which takes place in the respiratory system.

Circulation, which occurs in the circulatory system.

Excretion, which occurs in the excretory system.

1. What is the function of each of the processes mentioned above?

The respiratory systemAir is a mixture of different gases. One of them is oxygen.

We use our respiratory system to obtain oxygen from the air.

The respiratory system is formed by the lungs, the trachea and the bronchi.

3. What are the main gases in the atmosphere?

4. Is this sentence correct? Explain why.

We obtain the air we need through the respiratory system.

5. Look at the photos. What is the girl doing in each photo?

The circulatory and excretory systemsArteries, veins and capillaries are blood vessels that transport blood. The heart pumps blood and makes it circulate.

The heart, the blood vessels and the blood form the circulatory system.

The kidneys and the urinary bladder are part of the excretory system. The excretory system helps to eliminate waste substances from the blood.

2. What is the girl in the photo doing? Explain why she is doing this.

A B

2.1

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4

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19nineteen

1. Describe the route air takes from the nostrils to the lungs.

2. Explain, in your own words, the function of the kidneys.

3. What route does urine take from the kidneys as it leaves the body?

4. Why do we say that sweat glands are part of the excretory system?

5. When the kidneys do not work properly, a machine is used to filter the blood. In groups, find information about this process.

Questions

bladder

ureters

kidneys

urethra

Diagram of the excretory system.

sweat glands.

sweat glands

pore

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Number and title of the unit

Full-colour images help students relate the learning process to their own world

Short texts related to the images to introduce the main theme of the unit

Questions to stimulate previous knowledge and to introduce the main theme

Short summaries of main concepts

learned in previous levels

Numbered activities to revise

main concepts and language from

previous levels

Unit objectives in simple English

The topic title introduces a new concept within the main theme

Task listening activities based on the illustrations and texts are recorded on the Class Audio

Labelled illustrations and diagrams to practise both concepts and language

Questions to aid comprehension

Clarity of presentation: short, clear texts,

diagrams and charts make studying easier

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VI

Information and practice

20 twenty

The circulatory system

The heartThe heart is an organ made up of muscles. These muscles are working all the time to pump blood around the body. The heart is located in the thoracic cavity. It lies a little to the left of the middle of the chest, between the two lungs.

The heart is divided into two halves, separated by a thick wall of muscle. Each half is made up of two different areas, called chambers:

Atria: these are the two upper chambers of the heart (the left and the right atrium). Blood from the veins enters the heart here.

Ventricles: these are the two lower chambers of the heart. Blood leaves the heart from here and travels through arteries.

A valve connects each atrium to the ventricle on the same side of the heart. These valves control the direction of blood circulation from the atria to the ventricles. The valve lets blood in, then closes to keep it there.

3

Circulation is the movement of blood through the circulatory system. Circulation transports substances. The circulatory system is made up of the blood, the blood vessels and the heart.

BloodBlood is the only tissue in our body that is liquid. This red liquid reaches all the cells in our body and transports nutrients, oxygen, carbon dioxide and waste.

Look at the diagram. Blood is made up of plasma, which is the liquid part, and blood cells:

Red blood cells are the most numerous. They distribute oxygen and make blood red.

White blood cells protect the body from illnesses.

Platelets are cell fragments that attach to the walls of blood vessels when you have a wound. This process is called coagulation.

Blood vesselsBlood vessels are hollow tubes distributed throughout our body. They circulate our blood. There are three types of blood vessels:

Arteries, which carry blood away from the heart to other organs. The arteries near the heart are bigger. The arteries far from the heart are smaller and have many branches.

Veins, which carry blood to the heart. The veins closer to the heart are thicker too.

Capillaries, which connect arteries to veins and circulate blood inside the organs. Capillaries are the smallest blood vessels, and have very thin walls.

1

2

veins arteries

subclavian

superior vena cava

inferior vena cava

iliac

femoral

jugular carotid

subclavian

iliac

femoral

aorta

abdominal aorta

Major blood vessels. What do we call the arteries which leave directly from the heart? And the veins which enter it?

platelets

plasma

white blood cells

blood cells

red blood cells

Blood components. Blood cells make up approximately half the volume of blood.

2.3

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24 twenty-four

UNDERSTAND

Explain the following processes.

a. Inhalation.

b. Exhalation.

c. Gas exchange.

look at the photo and explain the sentence.

The kidneys act like sieves.

Complete the word map about blood components.

Identify blood vessels A to C. Explain how you know which type each one is.

2

3

4

look at the diagram. Complete the labels.

What is the difference between…

a. Bronchi and bronchioles?

b. The pharynx and larynx?

c. Ureters and the urethra?

d. Atria and ventricles?

WoRk iT oUT

Why can the heart contract and relax? Explain.

You can find your pulse by pressing on the skin near a main artery. You cannot detect your pulse near the veins. Why not?

APPLY

Read, then answer true or false.

When you exercise, your heart beats faster and harder. Your muscles and heart get stronger and work more efficiently.

a. Exercising makes muscles weaker.

b. Exercising is good for older people.

c. Exercising only carries blood to bigger arteries.

5

6

7

8

9

Activities

Pulmonary circulation

......... arteries

......... veins

......... veins

......... arteries

.........circulation

is made up of

.........

.........

.........

.........

.........

.........

.........

.........

Their function is to Their function is to

are

Their function is to

BlOOD

A B C

1

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Anatomy of the heart. A. This external view shows the blood vessels that carry blood to and from the heart. B. This internal view shows the four chambers of the heart and the blood circulation inside it.

21twenty-one

The heartThe heart is an organ made up of muscles. These muscles are working all the time to pump blood around the body. The heart is located in the thoracic cavity. It lies a little to the left of the middle of the chest, between the two lungs.

The heart is divided into two halves, separated by a thick wall of muscle. Each half is made up of two different areas, called chambers:

Atria: these are the two upper chambers of the heart (the left and the right atrium). Blood from the veins enters the heart here.

Ventricles: these are the two lower chambers of the heart. Blood leaves the heart from here and travels through arteries.

A valve connects each atrium to the ventricle on the same side of the heart. These valves control the direction of blood circulation from the atria to the ventricles. The valve lets blood in, then closes to keep it there.

3

superior vena cava

aorta

pulmonary arteries

pulmonary veins

inferior vena cava

right ventricle

left ventricle

right atrium left atrium

valvevalve

A B

Artificial heart valves are used to replace heart valves that do not work properly.

1. What are the three types of blood cells? What are their functions?

2. Which blood vessel does each sentence refer to?

a. These carry blood from the heart to the organs.

b. These carry blood from the organs to the heart.

c. These circulate blood inside the organs.

3. How many chambers are there inside the heart? What are their names?

Questions

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25twenty-five

Hands on!

......... arteries

Interpreting and making a graph

Graphs represent data in a visual form. They make facts more understandable.

This graph shows variations in Laura’s heartbeat after exercising. She wrote down her pulse rate when resting, after running for one minute, then at two minutes and four minutes aftershe had stopped running. Then, she put the results on the graph.

Num

ber o

f bea

ts pe

r minu

te

Before running

120110

1009080706050403020100

84 8794

111

After running one minute

Two minutes after stopping

Four minutes after stopping

THE EFFECT OF EXERCISE ON PULSE RATE

A world without cigarettesToxic ingredients in cigarette smoke can cause health problems in the short and long term. Throat irritation is one of the first effects of smoking or breathing in smoke from the air. Smoking also affects the function of the immune system, and increases the risk of respiratory infections. Several forms of cancer and heart disease are among the possible long-term effects of smoking.

Governments and health authorities promote anti-smoking campaigns.

Look at the list below. Do you think these measures reducethe number of people who smoke? What other measures would you suggest?

a. Advertising on cigarette packets.

b. A ban on smoking at work, in hospitals or in schools.

c. Smoke-free bars and restaurants.

OUR WORLD

Make a graph to represent laura’s breaths per minute. Use the data she wrote down.

RestingAfter

running for one minuteTwo minutes after

she stopped runningFour minutes after

she stopped running

Breaths per minute

34 51 41 36

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Photos and illustrations carefully labelled to aid comprehension

Key vocabulary highlighted within

the texts

Simple, repetitive structures to aid comprehension and make language progress

A variety of activity types to practise the main concepts

Contemporary issues to reflect on educational values

Activities to applypractical techniques

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VII

Revision and I can

Special sections

Term revision

Two pages of activities revise the key concepts, vocabulary and structures taught during the term . These pages can be used for either formal or informal assessment . The answer key to all the Student’s Book activities is provided at the end of this Teacher’s Book .

Glossary

The glossary at the back of the Student’s Book provides definitions in simple English of the main concepts studied throughout the course . Entries are organised by unit, and in alphabetical order . Encourage students to consult the glossary when necessary to aid comprehension with reading texts, and before and after revision activities and assessment tests .

Revision

26 twenty-six

Read the summary.1

LEARNiNG To STUDY. Complete the summary chart.2

LEARNiNG To STUDY. Make a table of all the systems involved in nutrition. Include all the organs in each system.

3

Respiration

Respiration is the process by which our body obtains oxygen from the air. The respiratory system carries out this function. This system is made up of the air passageways and the lungs.

Excretion

Excretion is the process by which our body eliminates waste substances from the blood. The excretory system carries out this function, mainly through the kidneys.

Blood circulation

Circulation is the movement of blood in a circuit throughout our body to transport nutrients, oxygen, carbon dioxide and waste substances. The circulatory system carries out this function. It is made up of blood, the blood vessels and the heart.

The respiration process

NUTRITION

includes

..................

takes place in is responsible for

..................


.........

..................


.........

obtaining nutrients from food, absorbing them and

eliminating waste substances..........


The digestive process

2.5

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UNIT 1

UNIT 2

Term revision

66 sixty-six

Copy and complete the text. Use the words.

building materials – nutrition – energy – vital functions

For …… such as respiration to continue, we need …… . We need even more energy when we walk, run or study.

During childhood and adolescence, we need …… to make us grow. Even though adults no longer grow, they constantly need to repair damage that occurs in the body.

In order to obtain energy and building materials, our bodies carry out the function of …… .

Name the three functions of the digestive process.

1

2

Explain what processes a to c are.Explain their function in nutrition.

a. Respiration. b. Excretion. c. Circulation.

When is there more oxygen, when we inhale or exhale? When is there more carbon dioxide?

Complete the chart. Use the words.

arteries – blood – heart – capillaries – veins – blood vessels

5

6

7

Look at the food in the photo. List the nutrients.

Look at the diagram. Label parts A to I of the digestive system.

3

4

Look at the diagram. What system is it?Label parts A to H.

8

A

E

G

I

H

F

D

C

B

tHE CIrCULAtory systEm

...... ...... ......

...... ...... ......

A

F

G

H

E

D

B

C

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27twenty-seven

i canHelp in case of an emergency or accident

Do you know what to do in case of an emergency or accident? Here are four simple things that we can do to help until the medics arrive.

First of all, call the emergency number, 112.

If there are broken bones, do not move the person unless he or she is in immediate danger. Keep the person warm.

If the person is bleeding, apply pressureon the wound.

If the person is not breathing, give artificial respiration. This will move air into the lungs. Artificial respiration is also known as mouth-to-mouth resuscitation.

Take a first-aid course to learn how to perform life-saving techniques!

112, What’s the emergency?

A B

C

a. What is the first thing to do in case of an emergency or accident?

b. Look at photos A to C. What types of emergencies should you report to 112?

c. Imagine you have found someone who has had an accident. Use a situation from photo A, B or C. In pairs, write a dialogue with the person who answered your emergency call.

d. Look for information about first-aid courses for children in your area. Give reasons for taking one of the courses.

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UNIT 3

67sixty-seven

Imagine you are participating in a race. you are at the starting line. you hear the starting signal. you begin to run.

Order sentences a to e to describe what happens.

a. The brain receives the signal, interprets it and creates a command for the muscles.

b. The muscles contract.

c. The motor nerves carry the command to the muscles.

d. The ear senses the signal.

e. The auditory nerves carry the signal to the brain.

9 Complete the chart. 10

Answer the following questions.

a. What are infectious diseases?

b. What are contagious diseases?

c. Are antibiotics useful in curing infectious diseases?

d. Why are vaccines given to healthy people?

13 read and look at thephoto. make a poster about the dangers of smoking tobacco.

Smoking tobacco presents a risk to your health.

14

Look at the diagrams of the male and female reproductive systems. Label parts A to L.

11

UNIT 5

UNIT 4

tHE NErVoUs systEm

......

nerves

......

......brain

..................

read and complete the summary.

rEProDUCtIoN

Ovules are produced in the …… . Spermatozoa are produced in the …… . When a sperm cell and an ovule meet, …… takes place. This process takes place in the …… . This creates a …… which is the first cell of a new being.

The zygote begins to divide and creates an …… . At three months, it is called a …… and continues to develop in the mother’s …… . It receives nutrients and oxygen from an organ called the …… .

At nine months, the baby is ready to be born.

12

A

B

C

E

D

I J

F

G

HK

L

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Summary of the most important concepts to revise both content and language

Learner autonomy: tasks to develop study techniques

I can: Extension

activities are contextualised in the learner’s

world

Activities to personalise recently acquired knowledge

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VIII

The Teacher’s Book

General organisation

Unit programming

Opening pages

The Teacher’s Book reproduces the pages of the Student’s Book in full colour . In addition, it provides programming and lesson plans for each unit .

1716

Further activities Have Ss work in pairs to take each other’s pulse. First at rest, then

after two minutes of doing a stepping exercise, and finally after five minutes of rest. Ss compare results to see who is the fittest in the class. (The S with the fastest recovery time.)

Play a card game with the sixteen paper squares Ss made earlier. In small groups, Ss choose a card (without showing it to the other Ss in the group) and describe it so the others can guess what the word on the card is. For example, S1 says: (It’s a gas, it begins with O, etc.).

Objectives• To learn about William Harvey and the

scientific method

• To identify the functions of the four systems involved in nutrition

• To revise prior knowledge of the circulatory, respiratory and excretory systems and their organs

Key language• Vocabulary and structures: circulatory

system: artery, blood vessel, capillary, heart, pump, vein; dissection; scientific method; gas: carbon dioxide, nitrogen, oxygen; respiratory system: bronchi, lung, trachea; excretory system:kidney, urinary bladder

Presentation• Draw a simple diagram of a fluid circuit

on the board that Ss would be familiar with. For example, draw a swimming pool with pipes going from the pool to a pump, then to a filter, then back to the pool. Label the filter. Elicit labels for the remaining circuit. (Pump, pipes.)

• Ask: What is the name of the fluid that circulates in your body? (Blood.) What is the name of the pump? (Heart.) What are the pipes in your body called? (Arteries, veins, capillaries.)

• Add a valve to your diagram. Say: Valves help pumps work better. Your body has valves too.

• Ask: When do you think scientists discovered valves in veins? Ss suggest dates. Explain: A scientist named William Harvey discovered them. You are going to read about his work.

• Write on the board: William Harvey English doctor born … (1578). Harvey promoted use of the … … (scientific method). Ss read the text and discuss the missing words with a partner.

• In pairs, Ss discuss answers to the questions and then compare answers with another pair. Confirm answers in open class.

What do you remember?Nutrition

• To revise Unit 1, Ss write a short sentence describing the function of each process listed in this section. (The digestive process provides our body with nutrients and energy, etc.) Ss answer the questions and discuss in open class.

• Books closed. Ss fold a piece of A4 paper into 16 squares (4 rows by 4 columns). In random order write the following words on the board: blood vessels, artery, vein, capillary, gases, oxygen, nitrogen, carbon dioxide, excretory system, heart, kidneys, urinary bladder, respiratory system, lungs, trachea, bronchi. Pronounce each word; Ss repeat. Ss copy the words into the squares, cut them up, and form four groups with the words.

• Ss read this page to check the groups they have formed.

The circulatory and excretory systems

• Ask Ss to identify the body parts of the girl in the photo. (Head, arm, hand, fingers, wrist, elbow, back.) In pairs, Ss answer question 2.

• Play track 2.1. Ss look at the photo and say True or False.

• Elicit or give reasons for taking your pulse. (To see the effects of exercise, to see how physically fit you are, etc.)

The respiratory system

• Remind Ss of the gases they identified with the paper squares: oxygen, nitrogen, carbon dioxide. (See Nutrition section above.) Ss discuss the answer in pairs.

• Ask: Does our body need all of these gases from the air? Ss discuss the answer to question 3 and 4.

• To answer question 5, ask a boy to stand before the class and imitate what the girl in the photo is doing. Ask: Why does his chest get bigger? (Because the lungs are filling with air.)

See transcripts, page 213.2.1

UNIT 2

Values educationExplain we can still learn about the human body by dissecting it. For this reason, instead of being buried, some people leave their body to science. Ss share opinions on this practice.

Further activities Show Ss how to take their pulse in their neck and wrist. Ask: Is your

pulse the same in both places? Why? (Yes, because you are feeling the activity of the same pump, your heart.)

If possible, show Ss photographs of dissected animals, such as rats, which illustrate how we have gained our knowledge of organ systems through dissections. This knowledge has saved millions of human lives.

The circulation of bloodWilliam Harvey was an English physician. He was born on 1st April, 1578. He is famous for his discoveries about how blood circulates around the body.

Harvey proved that the heart pumps the blood through the arteries. He proved that the blood returns to the heart, through the veins, in a circulatory movement. He performed dissections and carried out experiments to study the motion of the heart and the blood in live animals.

In 1628, Harvey presented his findings in his Anatomical essay on the motion of the heart and blood in animals. Harvey did not record his findings until he could prove them. This practice is known as the scientific method.

Nutrition II2

16 sixteen

Where is there blood in our bodies?

What makes blood move?

How did Harvey study the motion of the heart and the blood?

What is the scientific method?

THINK ABOUT

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17seventeen



Discover what the process of respiration is and what the respiratory system is like.

Describe the respiration process.

Discover what the process of excretion is and what the excretory system is like.

Describe the excretory process.

Discover what circulation is and what the circulatory system is like.

Find out about blood and its components.

Describe the circulatory process.

Make a linear graph.

NutritionThe function of nutrition includes:

Digestion, which takes place in the digestive system.

Respiration, which takes place in the respiratory system.

Circulation, which occurs in the circulatory system.

Excretion, which occurs in the excretory system.

1. What is the function of each of the processes mentioned above?

The respiratory systemAir is a mixture of different gases. One of them is oxygen.

We use our respiratory system to obtain oxygen from the air.

The respiratory system is formed by the lungs, the trachea and the bronchi.

3. What are the main gases in the atmosphere?

4. Is this sentence correct? Explain why.

We obtain the air we need through the respiratory system.

5. Look at the photos. What is the girl doing in each photo?

The circulatory and excretory systemsArteries, veins and capillaries are blood vessels that transport blood. The heart pumps blood and makes it circulate.

The heart, the blood vessels and the blood form the circulatory system.

The kidneys and the urinary bladder are part of the excretory system. The excretory system helps to eliminate waste substances from the blood.

2. What is the girl in the photo doing? Explain why she is doing this.

A B

2.1

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v

Unit content

Contents • Respiration

• Excretion

• The circulatory system

• Blood circulation

• Reading and interpreting images and diagrams

• Differentiating systemic circulation and pulmonary circulation on an anatomical diagram

• Explaining briefly the functions of some organs or systems like the kidneys or sweat glands

• Answering questions and completing sentences to demonstrate understanding

• Completing a chart to summarise information about blood circulation

• Suggesting measures to persuade people to stop smoking

• Writing a dialogue to practise reporting an emergency

• Interpreting and making a linear graph

• Showing interest in learning about the different life processes

• Showing interest in taking care of one’s health and knowing the dangers of smoking

• Understanding how to give artificial respiration

Content objectives• To understand the purpose and process of

respiration

• To name respiratory and excretory organs

• To understand the purpose and process of excretion

• To learn what circulation is and how the heart pumps blood

• To find out about blood and the different types of blood vessels

• To differentiate between systemic and pulmonary circulation

Language objectives• To explain processes using time expressions:

During inhalation... When we breathe in...

• To describe parts of a process using the passive voice: Sweat is formed... carbon dioxide is produced...

• To differentiate blood vessels using comparatives: The veins closer to the heart are thicker... Capillaries are the smallest...

Assessment criteria• Know what respiration is used for, identify the

organs involved and explain the respiration process

• Know what excretion is for, identify the excretory system and explain the excretory process

• Know what blood circulation is, differentiate between systemic and pulmonary circulation, and explain the processes

Suggested timing for the unit

Competence in linguistic communication

Knowledge and interaction with the physical world

Social competence and citizenship

• Describing processes (SB p. 18-19: Respiration and Excretion; p. 22-23 Blood circulation)

• Naming blood vessels and explaining their functions (SB p. 20: Questions; p. 24: Questions)

• Describing the chambers in the heart (SB p. 21: The heart)

• Interpreting an experiment to demonstrate how the heart pumps blood (SB p. 22)

• Representing data in visual form (SB p. 25: Hands on!: Interpreting and making a graph)

• Appreciating the dangers of smoking and proposing ways to discourage smoking (SB p. 25: Our World: A world without cigarettes)

• Knowing what to do in an emergency (SB p. 27: I can: Help in case of an emergency or accident)

Unit outline

Competences

Possible difficulties

• Content: understanding the various processes of nutrition; differentiating excretion from the elimination of waste; understanding the two types of blood circulation

• Language: sequencing linkers; passive voice; prepositions of place and movement; comparatives

September October November December January

February March April May June

16A

Nutrition II2

Unit 2. Nutrition II

RevisionI can

Help in case of an emergency or accidentOur world

A world without cigarettes

Hands on!Interpreting and making a graph


The circulatory system Blood circulation

16B

Objectives: the main objectives for each lesson

Key language: a summary of the main vocabulary and structures for the lesson

A step-by-step model lesson for each page of the Student’s Book

Discussion topics to reinforce values

Further activities: a section offering

reinforcement and extension activities

Recording transcripts are referenced to the

appendix at the back of this Teacher’s Book

Prompts for each activity

Activities to activate previous knowledge

A list of the competences students

are expected to develop during the

unit, with reference to specific activities

A calendar to help organise the year plan

for Science

A visual map providing an at-a-glance summary

of the unit theme, topics and special

sections

An overview of the content objectives and language objectives as well as the assessment criteria for each unit

Identification of possible difficulties

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IX

Language support

•Model word or sentence prompts in each lesson plan .

•Listening activities on the Class Audio CD . In addition, the summaries of each unit on the Revision pages are recorded . The transcripts are printed at the end of this Teacher’s Book .

•The Glossary on the last pages of the Student’s Book provides definitions in simple English of the key vocabulary and concepts .

•Activities in the Student’s Book focus on both oral and written practice .

Further activities

•Reinforcement and extension activities for each lesson plan address the diversity of levels in the classroom .

•Values education . The area of Natural Science is the appropriate scientific context in which to encourage students to reflect on issues related to health and to the environment . In Top Science 6, the topics presented for discussion include: conservation of endangered species, reasons for population density, responsible consumerism, the importance of electricity and train travel in the future .

Exploiting the illustrations

llustrations are essential in the context of Science . They can be used to help students quickly grasp a concept or a process, to support an explanation or to develop observation skills .

•Identify the type of illustration and say what it represents: This is a photo of a Penicillium fungus. This is a diagram of the an electric circuit . Read the labels that flag the different parts of the illustration and make sure students know how to pronounce the words .


1918

Values educationExplain that many people are organ donors as an act of generosity and civic awareness. Ask Ss if they would encourage their parents to be donors.

Further activities Ss reflect on their own experience. Say: On hot days sometimes your

skin tastes salty. Ask: Why do you think this is? In small groups, Ss discuss their ideas. (The salt in sweat dries on the skin.)

Ss work on question 5 in groups. They investigate how dialysis and transplants are done. In addition they research how different countries organise organ donation.

Values educationAsk Ss to recall plant respiration: Do plants expel oxygen or carbon dioxide? (oxygen) and to draw conclusions about why parks and forests are good for people. (They provide some of the oxygen that we need.)

Further activities Write on the board: single, pair, many. In pairs, Ss categorise the body

parts on page 18 under these headings: One nose, two nostrils, a pair of bronchi, many bronchioles.

Ss copy the diagram of the respiratory system in their notebooks. Then they try to label it from memory before checking with the diagram above.

Objectives• To learn that we obtain energy by a

process called cellular respiration

• To identify the organs in the respiratory system

• To learn that excretion prevents waste substances from harming the body

• To identify the organs of the excretory system

Key language• Vocabulary and structures: carbon

dioxide, cellular respiration, expel gas, oxygen; air passageways: alveoli, bronchi, bronchiole, larynx, nose, nostril, pharynx, trachea; thoracic cavity: diaphragm, intercostal muscle, ribs, spinal column, sternum, thorax; abdomen, exhalation, gas exchange, inhalation, spongy; excretory system: kidney, pore, ureter, urethra, urinary bladder

Presentation

What is respiration?

• Ask: Why do we breath faster when we do exercise? (To obtain more oxygen.) Why do we need more oxygen? (To obtain energy.) Ss read the text to find out the name of this process. (Cellular respiration.)

• In pairs, Ss point to the illustration and describe the process in their own words. (We breath in oxygen. Etc.)

The respiratory system

• Focus on the bottom diagram: Cover the texts and name the parts on the (left). (Nostrils.) Ss read the text and check their answers.

Respiration

• Remind Ss of the photo of the girl with the balloon on page 17. Write on the board: inhalation, exhalation. Ask: Which action makes your thoracic cavity expand? (Inhalation.) Which action expels carbon dioxide from the body? (Exhalation.) Ss read the text to check their ideas.

1

2

3

• Write three headings on the board: air passageways, bones, muscles. Ss copy the headings into their notebooks and read texts 2 and 3 again to find words that fit under each heading.

• Play part 1 of track 2.2. Ss listen, point to the parts of the respiratory system in the diagram, and repeat.

• Play part 2 of track 2.2. Ss listen and choose the correct answer, then listen and check their answer. Use the pause button to give them time to answer.

Excretion

• Ask: What is the name of the process that eliminates waste products from the blood? (The excretory system.) Say: Tell your partner how this is different from elimination of faeces. (Substances eliminated in faeces have not passed into the blood.) Ss read the text to check their answers.

The excretory system

• Books closed. Draw a simple line version of the excretory system on the board. Draw arrows to the organs but do not label them. Ss copy the drawing. Read the text twice to the Ss. Spell the labels slowly. Ss listen and label their drawings. Then Ss read the text on this page and use the diagram to check their work.

Sweat and sweat glands

• Ss write the answers to questions 1 to 4 in their notebooks. See below for question 5. See Answer key for suggested answers.

Teacher’s Resource BookReinforcement worksheet 3

Activity BookPages 10 and 11

4

5

6


What is respiration?Respiration is a process. Our body uses respiration to obtain oxygen and expel carbon dioxide.

Look at the first diagram. Cells combine oxygen with nutrients and obtain energy. This process is called cellular respiration. During this process, carbon dioxide is produced. This gas must be expelled from our bodies.

The respiratory systemThe respiratory system consists of the air passageways and the lungs. Look at the second diagram.

The air passageways are the tubes through which air goes in and out of our bodies. They include the nostrils, pharynx, larynx, trachea, bronchi and bronchioles.

The lungs are the two spongy organs where the gas exchange takes place. They are in the thoracic cavity, which is formed by the sternum, the ribs and the spinal column.

RespirationBreathing movements, inhalation and exhalation, are carried out by the diaphragm and the intercostal muscles.

During inhalation, the lungs and the thoracic cavity expand. When we breathe in, air enters through the nostrils and goes to the pharynx. From there, it travels to the larynx and the trachea. The trachea is divided into two bronchi connected to each lung. Inside the lungs, the bronchi are divided into bronchioles. At the end of the bronchioles, are the alveoli. Here gas exchange occurs: oxygen from the air passes into the blood, and carbon dioxide passes from the blood into the air to be expelled.

During exhalation, the lungs and the thoracic cavity contract. This pushes the air that contains carbon dioxide out of our body.

1

2

3












4

5

6

18 eighteen

trachea

alveoli

nostrils

pharynx



energy

REsPIRATION

CEllUlAR REsPIRATION

nutrients

lungs

bronchilarynx

bronchioles

Respiration and cellular respiration. Explain, in your own words, what this diagram shows.

Diagram of the respiratory system.

2.2

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4

5

6

19nineteen

1. Describe the route air takes from the nostrils to the lungs.

2. Explain, in your own words, the function of the kidneys.

3. What route does urine take from the kidneys as it leaves the body?

4. Why do we say that sweat glands are part of the excretory system?

5. When the kidneys do not work properly, a machine is used to filter the blood. In groups, find information about this process.

Questions

bladder

ureters

kidneys

urethra

Diagram of the excretory system.

sweat glands.

sweat glands

pore

179269 _ 0016-0027.indd 19 11/08/11 11:33

UNIT 2


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X

Revision and assessment

•Assessment is an integral part of the learning process . Its purpose is to provide information on what progress is being made and to allow modifications to be made to suit the circumstances .

•The Revision page summarises the most important concepts taught in the unit . This page provides students with the opportunity to revise both content and language before the Unit test . At the same time, students can assess their own progress on a regular basis, from the beginning of the course .

Learning to learn and personal initiative

In the I can sections, students apply their recently acquired knowledge by reflecting on situations in the real world . These activities are designed to stimulate learner autonomy and personal initiative . The situations presented are ideal for group work or pair work . Students learn to give their opinions and to listen to and respect the opinions of others .

Among the different activities, students exchange opinions on how to help in case of an accident, respect safety rules, identify the elements of a map, and create a data sheet about a historical source .

Annex

This reference section includes diagrams: the Digestive system and the Circulatory system, and two maps: a Physical map of Europeand a Political map of Europe . Each is reproduced as a full pageto facilitate reference .

Revision and I can ResourcesTeacher’s Resources


26 27

Further activities Ss play Hangman with key vocabulary from the unit. If necessary, give

clues: This word is a process, an organ, etc.

Ss decorate the table they made in activity 3 with simple line drawings of the organs involved. Alternatively the whole class could work collaboratively to make two large decorated posters of the tables in activities 2 and 3.

Objectives• To revise and apply the key concepts of

the unit

• To practise summarising a text

• To give Ss the opportunity to evaluate their own learning

• To demonstrate the ability to deal with some emergencies

Key language• Vocabulary and structures: nutrition:

air passageway, blood, carbon dioxide, circuit, circulation, excretion, kidney, lung, nutrient, oxygen, respiration, respiratory system, waste substance; emergency situations: apply pressure, artificial respiration, call (n and v), first aid, danger, mouth-to-mouth, resuscitation, warm, wound

Revision Read the summary

• Play track 2.5. Ss read and listen to the summary. Pause several times to ask questions: What is respiration? How do we eliminate waste substances? What does circulation transport?

Learning to study. Complete the summary chart.

• Ss copy the chart into their notebooks and help each other complete it in small groups.

Learning to study. Make a table of all the systems involved in nutrition. Include all the organs in each system.

• Elicit from the class a structure for this table and create a semi-complete draft version on the board for Ss to build on in their notebooks.

• Pairs work together in creating their tables, then compare with other pairs.

1

2

3

I canHelp in case of an emergency or accident

• Ask Ss if they know anyone who has ever called 112 or if they have ever been in an accident. The class shares anecdotes.

• Ss read the whole text. Ask: How can you keep a patient warm? (Cover with coats; do not move them if possible.) How can you apply pressure to a wound? (Pressing your hand on a cloth or bandage.) Has anyone learned how to carry out artificial respiration or taken a first-aid course? Ss share what they may have learned.

• Ss discuss questions a and b as a whole class. Expand and clarify their comments by using vocabulary that they will need later to write the dialogue. (For example, a burn, someone has hit their head, drown.)

• For question c, ask: What kind of information do you need to give to 112 if you call them? (Where the accident is, description of injuries, etc.)

• Write on the board: 112: Hello, emergency services. ME: I want to report an accident. Ss work in pairs and build on this structure in their notebooks. Monitor and help with vocabulary as needed.

• Ss do activity d in pairs, and share ideas in open class.

Teacher’s Resource BookAssessment worksheet 2

Test 2


Revision

26 twenty-six

Read the summary.1

LEARNiNG To STUDY. Complete the summary chart.2

LEARNiNG To STUDY. Make a table of all the systems involved in nutrition. Include all the organs in each system.

3

Respiration

Respiration is the process by which our body obtains oxygen from the air. The respiratory system carries out this function. This system is made up of the air passageways and the lungs.

Excretion

Excretion is the process by which our body eliminates waste substances from the blood. The excretory system carries out this function, mainly through the kidneys.

Blood circulation

Circulation is the movement of blood in a circuit throughout our body to transport nutrients, oxygen, carbon dioxide and waste substances. The circulatory system carries out this function. It is made up of blood, the blood vessels and the heart.

The respiration process

NUTRITION

includes

..................


..................


.........

..................


.........

obtaining nutrients from food, absorbing them and

eliminating waste substances..........



2.5

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27twenty-seven

i canHelp in case of an emergency or accident

Do you know what to do in case of an emergency or accident? Here are four simple things that we can do to help until the medics arrive.

First of all, call the emergency number, 112.

If there are broken bones, do not move the person unless he or she is in immediate danger. Keep the person warm.

If the person is bleeding, apply pressureon the wound.

If the person is not breathing, give artificial respiration. This will move air into the lungs. Artificial respiration is also known as mouth-to-mouth resuscitation.

Take a first-aid course to learn how to perform life-saving techniques!

112, What’s the emergency?

A B

C

a. What is the first thing to do in case of an emergency or accident?

b. Look at photos A to C. What types of emergencies should you report to 112?

c. Imagine you have found someone who has had an accident. Use a situation from photo A, B or C. In pairs, write a dialogue with the person who answered your emergency call.

d. Look for information about first-aid courses for children in your area. Give reasons for taking one of the courses.

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UNIT 2

Values educationAsk Ss to name some of the professionals who help us in emergencies. (Police officers, firefighters, etc.) Ask Ss to discuss how different life would be without these professionals.

Further activities Pairs of Ss swap their dialogues and act them out. Ask for volunteers

to do this in front of the whole class. Encourage Ss to applaud the acting skills of the volunteers.

In groups, Ss select one of the first-aid courses they have found, and justify their choice: cost, length of course, skills taught, etc.

reinforcement worksheets

The Teacher’s Resource Book provides a total of forty-eight reinforcement worksheets .

These worksheets are a flexible tool and can be used after the relevant section in each unit, before or after the Revision section, or as extra preparation for the Unit test .

The worksheets can be filed in a folder and used for revision when needed .


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XI

ResourcesTeacher’s Resources


Class Audio CD

The Class Audio CD includes around five recordings for each unit . All the recordings are linked to activities in the Student’s Book . They include short monologues, statements of fact, questions, descriptions of processes and true or false questions . In addition, the summaries on each Revision page are recorded .

There are three categories of photocopiable worksheets: reinforcement, extension and assessment .

The answer key to all the activities is provided .

reinforcement worksheets

The Teacher’s Resource Book provides a total of forty-eight reinforcement worksheets .

These worksheets are a flexible tool and can be used after the relevant section in each unit, before or after the Revision section, or as extra preparation for the Unit test .

The worksheets can be filed in a folder and used for revision when needed .

extension worksheets

There are fifteen double-page extension worksheets . These are reading comprehension activities . These worksheets can be photocopied and handed out to the most advanced students for independent work in the classroom or at home, or can be used for whole class activities .

Assessment worksheets

The Teacher’s Resource Book offers a set of five double-page Diagnostic tests to be completed by the students at the beginning of the school year, in order to assess their needs .

Teachers can record each student’s initial level on the Individual results chart.

There are fifteen two-page Unit assessment worksheets and fifteen multiple-choice Unit tests .

In addition, for each term there is one double-page Term assessment and one multiple-choice Term test .

Finally, the Teacher’s Resource Book contains assessment worksheets and multiple choice tests to be done at the end of the school year to certify the student’s progress .

Science posters

Attractive illustrations are an essential classroom tool, especially for young learners . The following classroom posters are available to accompany Top Science 6: The food wheel, Human body systems, World climate zones, Physical map of Europe, Political map of Europe and The history of transport.

The history of transportAirAir

Land

SeaSea

Land

hot-air balloon18th century

cartAntiquity

boatAntiquity

caravel15th century

galley17th century

frigate17th century

steamer19th century

submarine19th century

cruise ship20th century

stagecoach18th century

wagon19th century

steam locomotive19th century

car19th century

car20th century

steam train19th century

high-speed train20th century

motorcycle20th century

airship20th century

biplane20th century aeroplane

20th century

rocket20th century

four-wheel drive car21th century

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XII

Student’s resources

Activity Book The Activity Book provides further practice for both the content and the language objectives of the course . It contains full-colour photographs, illustrations and diagrams, and a complete range of graded activity types to reinforce the course content and to encourage learner autonomy .

Within the Activity Book, the Term Activities are of two types: the Let’s do it! activities are a selection of crafts and practical tasks . The Read and do! sections provide reading passages accompanied by reading skills practice . The readings are based on concepts selected from the Student’s Book .

The Answer key to all the activities is provided on the Richmond website: www .richmondelt .com

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Science Tasks

Science tasks booklets levels 1-6 provide pull-out tasks to practise basic Science concepts . The booklets come complete with instructions and an answer key .

www.richmondelt.comwww.santillana.es

Science Tasks 6

Science Tasks 6

Science Tasks 1-6 provide further practice in the basic concepts of Science, Geography and History. Each of the six levels contains pull-out tasks with instructions and answers.

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i-solutions

Each level of Top Science offers four CDs designed to bring digital resources to the classroom . These CDs provide materials for interactive whiteboard presentations and practice, hands-on experiments and computer work for students .


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

Top Science i-solutions has these components:

CD 1 • Digital fl ashcards • Digital posters • Web bank

CD 2 • Teacher’s Resources and Maps CD 3 • i-bookCD 4 • Interactive Whiteboard Activities

Minimum requirements and instructions: See readme·txt fi le in each CD.

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i-book

The i-book contains the core course material from the Teacher’s Book and the Student’s Book in interactive format . It can be used in the classroom or for class planning .

CD 2



CD 3

• i-book

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CD 4


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iwB Activities

The Interactive Whiteboard Activities CD contains three interactive activities per unit . These can be used to help reinforce the main concepts of each unit in a different and fun way .

digital Flashcards, Posters and web bank

This CD contains three sections:

• The flashcard bank has over 200 images which can be projected onto a whiteboard, printed and used as conventional flashcards, or used to create worksheets . The flashcard bank offers the possibility of creating personalised sets of flashcards to cater for mixed ability groups . Each image offers the option of listening to the audio and viewing the written word .

• The digital posters cover various topics throughout the course . These can be printed when required .

• The web bank includes some of the best, free web links for teaching Science, Geography and History . There are websites to help with lesson planning, as well as ways to personalise classes and cater to students’ needs, learning styles and abilities .

CD 2

• Digital Flashcards• Digital Posters• Web Bank



CD 1

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Digital resources

teacher’s resources and maps cd

This CD contains the digital version of the Teacher’s Resource Book in PDF format . The worksheets can be printed for individual use, or projected on an interactive whiteboard for whole group activities .

In addition, this CD provides blank and completed physical and political maps of the world, Europe and the Autonomous Communities . These can be printed out or used on the interactive whiteboard .

CD 2




CD 2

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XIII

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 .

Key competences in Science


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 . 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 expression of natural facts and phenomena .


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 results and communicate them .

Processing information and digital competence

This 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 file cards to classify information . They develop confidence in and a critical use of information and communication technology (ICT) .

Social competence and citizenship

This 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 presentation and discussion of appropriate and inappropriate behaviour in situations at home, at school, and by reflecting on cultural differences .

Cultural and artistic competence

This competence involves the appreciation of the importance of artistic creations and cultural productions 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, organising, interpreting and memorising information . At the end of each unit, students are given the opportunity to summarise what they have learnt . The main concepts are also revised periodically .

Autonomy and personal initiative

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

Key competencesScience Tasks

Science tasks booklets levels 1-6 provide pull-out tasks to practise basic Science concepts . The booklets come complete with instructions and an answer key .


CD 2

• IWB Activities


CD 4


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teacher’s resources and maps cd

This CD contains the digital version of the Teacher’s Resource Book in PDF format . The worksheets can be printed for individual use, or projected on an interactive whiteboard for whole group activities .

In addition, this CD provides blank and completed physical and political maps of the world, Europe and the Autonomous Communities . These can be printed out or used on the interactive whiteboard .

CD 2




CD 2

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XIV

UNIT TOPICS HaNdS ON! I CaN OUr wOrld

1 Nutrition I6

Nutrition and health The digestive process Recording data in a table Interpret nutritional information No child should go hungry

2 Nutrition II 16

Respiration and excretion The circulatory system

Blood circulation Interpreting and making a graph Help in case of an emergency or accident


3 Sensitivity28

Sensitivity and the locomotor system

The nervous system and movement

Internal co-ordination Interpreting a graph with multiple data sets

Recognise the importance of maintaining a safe distance

Stop spinal cord injuries!

4 Reproduction40

Sexual characteristics Sex cells and fertilisation

Pregnancy and birth Interpreting and creating a line graph Understand a scientific text The value of the elderly

5 Health52

Health and illness Health risks

Infectious disease Treatment of illnessand disease

Taking vital signs Perform first aid Learning how to say “No!”

TERM REVISION

6 Electricity and magnetism 68

Electricity Magnets and magnetism

Electrical circuits Reading a diagram and building an electrical circuit

Respect safety rules Recycling used batteries

7 Energy80

The properties of energy Heat and temperature

Producing electricity Energy in our society

Testing hypotheses with an experiment Debate the use of energy sources Energy and sustainable development

8 Machines94

Machines Inside a machine

Operating parts andmechanisms

Technical advances and society

Making a gearbox Choose the invention that has changed the world the most

Don’t become addicted!

9 Representationsof the Earth 108

The Earth and maps Relief map of the world

Political map of the world Finding points on a map Identify the elements of a map A united world

10 European landscapes120

European plains, mountainsand coasts

European climates and vegetation

European rivers and lakes Interpreting a topographic cross-section Study a European country: Italy Protecting nature

TERM REVISION

11 The population and economy of Europe 134

The population of Europe The European economy Interpreting a migration map Compare data from two countries Responsible consumerism

12 The European Union144

The European Union today The institutions of the European Union

The achievements ofthe European Union

Writing an Internet-based report Travel through the European Union Citizens’ rights

13 From Prehistory to the Middle Ages 156

Prehistory The Age of Antiquity

The Middle Ages onthe Iberian Peninsula

Differentiating between change and continuity

Create a data sheet about a historical source

In favour of peace

14 The Modern Age in Spain 168

The discovery of America The Spanish Empire

The fragmentation ofthe Spanish Empire

Society and culture

Analysing a historical painting Recognise the legacy of conquest Against slavery

15 The Contemporary Age in Spain 182

The 19th century Life in the 19th century

From Primo de Riverato Franco

Transition and democracy

Analysing a historical text Identify anachronisms in history Compulsory education

TERM REVISION GLOSSARY

2 two

CONTENTS

TIMELINE OF SPANISH HISTORY

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Nutrition I6


Nutrition II 16




Sensitivity28






Reproduction40



Health52




TERM REVISION

Electricity and magnetism 68




Energy80




Machines94






Representationsof the Earth 108



European landscapes120




TERM REVISION

The population and economy of Europe 134


The European Union144




From Prehistory to the Middle Ages 156





In favour of peace

The Modern Age in Spain 168



Society and culture


The Contemporary Age in Spain 182






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Student's Book

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XV


1 Nutrition I6


2 Nutrition II 16




3 Sensitivity28






4 Reproduction40



5 Health52




TERM REVISION

6 Electricity and magnetism 68




7 Energy80




8 Machines94






9 Representationsof the Earth 108



10 European landscapes120




TERM REVISION

11 The population and economy of Europe 134


12 The European Union144




13 From Prehistory to the Middle Ages 156





In favour of peace

14 The Modern Age in Spain 168



Society and culture


15 The Contemporary Age in Spain 182






2 two

CONTENTS

TIMELINE OF SPANISH HISTORY

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Nutrition I6


Nutrition II 16




Sensitivity28






Reproduction40



Health52




TERM REVISION

Electricity and magnetism 68




Energy80




Machines94






Representationsof the Earth 108



European landscapes120




TERM REVISION

The population and economy of Europe 134


The European Union144




From Prehistory to the Middle Ages 156





In favour of peace

The Modern Age in Spain 168



Society and culture


The Contemporary Age in Spain 182






17

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164

Objectives • To introduce Top Science 6

• To stimulate curiosity about the course contents

• To activate previous knowledge

Presentation• Explain that the photos are

taken from the Science book to be studied this year.

• Point to the photos at random and ask: What can you see? Ss describe the photos in as much detail as they can.

• Ss look through the Student’s Book in pairs, find the photos, one per unit, and write the number and the title of the unit in their notebooks. They write one or two sentences about each photo. Each pair reads their sentences to the class. The class identifies the photo. For example, (Photo 6.).

• Ask general questions about Top Science 6:

How many units are there?

How many pages are there in each unit?

What do you think you will learn in Unit (1)?

Which units are about (the human body)?

Is there a unit about (geography)?

Which units do you think are more interesting?

Which unit is about the population of Spain?

Which unit is about ancient history?

Which unit is about the European Union?

Further activitiesR In pairs, Ss look through the Student’s Book and decide which unit they think

they will like best, based on the photos and diagrams. Take a class vote on the favourite unit.

R Divide the class into pairs, and assign one of the fifteen units to each. Each pair looks through their assigned unit. They write sentences in their notebooks to prepare a short presentation to the class. For example, (Unit 1 is called ‘Nutrition I’. We are going to learn about nutrition and the digestive process.)

four4 five

Look at the pictures. Find which unit they come from.

In your notebook, write the title of the unit and a sentence about each picture.

Welcome to your Science book!

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17

• Activating previous knowledge: Select an illustration at random and brainstorm all the words the Ss associate with the picture. Write the words on the board.

• Encourage advanced students to write their own lists of words, in pairs.

• Divide the class into two teams. Each team writes down as many words as they can for each picture. The team with the most number of words is the winner.

• Put Ss in groups, and ask them to choose a unit and organise the list of related words into a concept map. Ss group words thematically. For example, (Food from plants: fruit, vegetables, nuts.). Discuss their classifications, and help them make corrections if needed.

• Ask groups to present their concept maps. For example, Group 1: (We classified the food words by origin: plant or animal.). Display the concept maps so groups can compare them.

WELCOME TO SCIENCE

Further activitiesR Ss play Bingo in groups of three. Ss cover up five or six photographs from

pages 4 and 5. Ss take turns to describe a picture at random. The first student to uncover all his / her pictures is the winner.

E Ss play Guess which unit in pairs. One student describes one of the pictures. The other guesses the picture and the unit.

5

four4 five

Look at the pictures. Find which unit they come from.

In your notebook, write the title of the unit and a sentence about each picture.

Welcome to your Science book!

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Unit content

Contents • Nutrition and health

• Food

• The digestive process

• Reading and interpreting images and diagrams

• Using tables to record data

• Making diagrams of organ systems

• Defining basic concepts

• Showing understanding by answering questions and completing sentences

• Making word maps

• Representing data as a table

• Researching organisations that fight hunger

• Analysing nutritional information in order to draw conclusions

• Giving opinions about food

• Showing interest in learning about the different processes involved in nutrition

• Understanding the importance of a balanced diet for a healthy body

• Showing solidarity with people who suffer from hunger

Content objectives• To understand the function of nutrition and the

processes involved

• To learn what nutrients are and classify them into specific groups: carbohydrates, fats, proteins, water, vitamins and minerals

• To understand the importance of fibre in maintaining a healthy digestive system

• To describe a healthy diet as complete and balanced

• To identify the three stages of the digestive process

• To collect and record data in a table

• To interpret nutritional information on food labels

• To find information in texts and images

Language objectives• To express facts using the present simple:

Respiration occurs in the lungs.

• To explain processes using linkers: Digestion starts in the mouth. Then, food...

• To describe parts using the passive voice: The digestive system is formed by...

• To define basic concepts: Chyme is food mixed with gastric juices.

Assessment criteria• Describe the importance of nutrition and the

processes and systems that it involves

• Describe a healthy diet as complete and balanced

• Identify the different types of nutrients in food

• Explain the digestive process: digestion, absorption and elimination of waste

• Complete and interpret tables

• Show solidarity with people suffering from hunger in the Third World

Unit outline


• Content: understanding the difference between nutrition and digestion; understanding the roles of digestion, respiration, excretion and circulation

• Language: using simple present for facts, passive voice for processes, linkers for processes

6A

Nutrition I1

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Suggested timing for the unit



Competence in learning to learn

• Naming the digestive organs and juices (SB p. 10: The digestive system; p. 11: Questions)

• Describing the digestive process (SB p. 10: Questions)

• Defining terms (SB p. 11: Questions)

• Recognising nutrients in food (SB p. 9: Nutrients)

• Appreciating characteristics of a healthy diet (SB p. 9: Healthy diet)

• Showing solidarity with people who suffer from hunger (SB p. 13: Our World: No child...)

• Understanding nutritional information (SB p. 15: I can: ...)

• Using diagrams (SB p. 7: Food wheel; p. 10-11: Diagrams; SB p. 12: Copy the diagram)

• Using tables (SB p. 13: Hands on!)

• Read and explain (SB p. 15: I can)

Unit outline

Competences


• Content: understanding the difference between nutrition and digestion; understanding the roles of digestion, respiration, excretion and circulation

• Language: using simple present for facts, passive voice for processes, linkers for processes

September October November December January

February March April May June

Unit 1. Nutrition I

Revision I canInterpret nutritional

information

Our worldNo child should

go hungry!

Hands on!Recording data in a table


6B

Nutrition and health

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Values educationBooks open. Ask: Do you know any religious customs connected to food? Explain one or two customs: Some Catholics avoid eating fish and meat during Lent, while Muslims and Jews do not eat pork because pigs are considered unclean animals.

Further activities Revise food types. Put up a series of food flashcards on the board. In

pairs, Ss group them into food types. Provide headings: meat, fish and legumes; vegetables; fruit; dairy products; fats and oils; cereals. Invite pairs to put cards under the correct heading. Classmates check.

Make a picture dictionary. Have Ss bring in magazines or supermarket propaganda leaflets to begin to collect pictures of foods.

Objectives• To learn about the diet of the ancient

Egyptians

• To revise the digestive system and its organs

• To revise the concept of nutrients, carbohydrates, proteins, etc.

• To revise the food wheel and the food groups

Key language• Vocabulary and structures: abundant,

ancient Egyptian, available, healthy; foods and drinks: beef, beer, bread, fig, fish, garlic, goose, onion, ostrich egg, pastry, pomegranate, vegetable, wine; digestive system: anus, intestine, mouth, stomach; food group; food wheel; nutrients: carbohydrate, fat, mineral, protein, vitamin; food types: cereal, fat, fish, fruit, legume, meat, oil, vegetable; reinforcement: high in, low in

Teacher’s Resource BookDiagnositc tests

Diagnostic tests• Before beginning the year, Ss take the

Diagnostic test. After the tests, record their results on the Individual results chart.

Presentation• Books closed. Elicit from Ss what

they know about ancient Egypt. Ss may need to answer in their native language. (Pyramids, slaves, Africa, etc.) Ask: Did the ancient Egyptians eat the same things we eat? In pairs, Ss list what they think ancient Egyptians ate. Ask: Did they eat bread, pastries or garlic? Did they drink beer or Coca-Cola? Pictures or flashcards of new language could help at this point.

• Books open. Ask questions about the illustrations: What are the people doing? What foods can you see? (Onions, meat.)

6

Nutrition I1

6 six

Find the foods in the text. Which come from animals? Which come from plants?

Do you think ancient Egyptian food was healthy? Explain your answer.

THINK ABOUT

Food in ancient EgyptFood is a necessity. In every place and in every time, food is different. Many things change: the kinds of food available, the ways to prepare them and customs.

In ancient Egypt, more than 4,000 years ago, food was generally quite abundant. Ancient records show many types of food including beer, bread and pastries. Egyptians really liked garlic and onions. The poorest people ate bread, vegetables and fish, and they drank beer. Rich people drank wine and ate goose, beef, pomegranates, figs, and sometimes ostrich eggs.

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7seven



Discover the function of nutrition,what processes nutrition includes, and where it takes place.

Learn what nutrients different food contains.

Understand how to have a healthy diet.

Learn about the digestive system and the digestive organs.

Discover what the digestive system does and how it does it.

Find out how to collect and record data in a table.

The digestive systemThe main part of the digestive system is a long tube that starts in the mouth and ends in the anus. We can distinguish parts of this tube, such as the stomachor the intestine.

1. Look at the diagram. Name the parts of the digestive system 1 to 4.

Food choice and healthEating the right food is essential to grow strong and healthy. The food wheel helps you to make the right choices.

4. Look at the food wheel.

Some food groups occupy smaller spaces than other groups in the wheel. Why?

Some foods are smaller than other foods in the same group. Why?

Food and nutrientsOur bodies need nutrients. We get the nutrients that we need from food. The main nutrients are fats, carbohydrates, proteins, water, vitamins and minerals.

2. Look at the food in the photograph below. Which contains the most protein?

3. Write the names of two foods that are high in carbohydrates.

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1.1 See transcripts, page 213.

UNIT 1

Values educationEngage Ss in a discussion of one day’s menu from the school dining room. They should use the food wheel as a reference. Ask: Is there food from each section? Are the proportions correct?

Further activities Ss explain the size differences of the food in the wheel to a partner.

(Cakes and pastries are small because they are not healthy; they are low in fibre and vitamins and high in sugar and fat. Beef is high in fat. Cheese is high in fat, etc.)

Have Ss design a varied weekend menu for a family. The menu should reflect all the groups in the food wheel.

• Explain what the illustrations show: These are scenes from everyday life. The sculpture shows someone preparing food.

• Ss read the text to check their predictions. Ask: Did you guess correctly? Were you surprised by any foods?

• Ss answer the questions and compare their answers in pairs. See Answer key.

What do you remember?The digestive system

• Ss read the text and take turns identifying the numbered parts. Ask questions to revise: What’s number (1)?

Food and nutrients

• Ask: Which types of food are high in protein? (Meat, fish and legumes.) Which are high in fat? (Fats and oils.) Which foods are high in vitamins and minerals? (Fruits and vegetables.) Which are high in carbohydrates? (Cereals.)

• Ss read the text and answer questions 2 and 3.

Food choice and health

• Help Ss to link the opening text on page 6 with the food wheel. Ask: Why was the ancient Egyptians’ diet healthy? (It was varied.) Ask: What food groups can you find on page 6? Look at the picture and the text. Ss refer to both the picture and the text. Ask: Which food group is not represented? (Dairy products.)

• Ss read the text and answer question 4. Explain: Within a group, some foods are healthier, so we can eat more of them, such as potatoes and bread. Others are less healthy, so we eat less of them, such as cakes and pastries.

• Play track 1.1. Ss listen, look at the food wheel, and say a lot or a little.

7

Nutrition I1

6 six

Find the foods in the text. Which come from animals? Which come from plants?

Do you think ancient Egyptian food was healthy? Explain your answer.

THINK ABOUT

Food in ancient EgyptFood is a necessity. In every place and in every time, food is different. Many things change: the kinds of food available, the ways to prepare them and customs.

In ancient Egypt, more than 4,000 years ago, food was generally quite abundant. Ancient records show many types of food including beer, bread and pastries. Egyptians really liked garlic and onions. The poorest people ate bread, vegetables and fish, and they drank beer. Rich people drank wine and ate goose, beef, pomegranates, figs, and sometimes ostrich eggs.

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7seven



Discover the function of nutrition,what processes nutrition includes, and where it takes place.

Learn what nutrients different food contains.

Understand how to have a healthy diet.

Learn about the digestive system and the digestive organs.

Discover what the digestive system does and how it does it.

Find out how to collect and record data in a table.

The digestive systemThe main part of the digestive system is a long tube that starts in the mouth and ends in the anus. We can distinguish parts of this tube, such as the stomachor the intestine.

1. Look at the diagram. Name the parts of the digestive system 1 to 4.

Food choice and healthEating the right food is essential to grow strong and healthy. The food wheel helps you to make the right choices.

4. Look at the food wheel.

Some food groups occupy smaller spaces than other groups in the wheel. Why?

Some foods are smaller than other foods in the same group. Why?

Food and nutrientsOur bodies need nutrients. We get the nutrients that we need from food. The main nutrients are fats, carbohydrates, proteins, water, vitamins and minerals.

2. Look at the food in the photograph below. Which contains the most protein?

3. Write the names of two foods that are high in carbohydrates.

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Further activities Act out nutritional systems. Give each S a role to play: a nutrient

or an organ from the digestive or circulatory systems. The Ss who are representing organs physically move those representing nutrients. They explain what process they are carrying out. (S1, Mouth: I chew the meat and pass it to the oesophagus; S2, Blood: I transport the protein to the muscles.)

Ss draw and label one or two of the systems shown above in their notebooks. The digestive system will be studied in more detail later.


What is nutrition?Our bodies never stop working. Even when we are sleeping, we breathe, our heart beats, and our brain is still active. For all this activity to continue, we need energy. We need even more energy when we walk, run or study.

During childhood and adolescence we need building materials to make us grow. Even though adults no longer grow, they need to constantly repair damage that occurs in the body. For example, skin cells never stop being made to replace those that are damaged or lost.

The function of nutrition is to supply the building materials and energy we need to live.

Nutrition is a long process. The first step is eating food. Food contains nutrients. Nutrients are the substances our bodies use for energy and building materials. To release the energy in nutrients, the cells of our body carry out chemical reactions. These reactions require oxygen. This is why we consume oxygen.

The oxygen and nutrients are transported to the parts of the body where they are used.

The process of nutrition continually produces waste. To keep the body functioning correctly, it is necessary to eliminate waste products.

1 Nutritional systems and processesThere are four processes involved in nutrition. Each one occurs in a different organ system of the body:

Digestion. This is the process of obtaining nutrients from food for our bodies to use.This occurs in the digestive system.

Respiration. This is the process of acquiring the oxygen we need to live. It occurs in the respiratory system.

Excretion. Helping to eliminate waste products produced in our body is carried out by the excretory system.

Circulation. Transporting nutrients, oxygen, and waste products around the body, occurs in the circulatory system.

NutrientsFood is all of the things that we eat. Food can be from animal or vegetable sources. Every food contains certain nutrients. Food also contains other substances that the body cannot use.

We can classify nutrients into specific groups: carbohydrates, fats, proteins, water, vitamins and minerals.

2

3

Carbohydrates supply energy. Carbohydrates are found in foods containing simple sugars as well as complex sugars or starches. Foods high in carbohydrates include potatoes, and cereals or foods made from grains like pasta.

Fats or lipids are also high in energy. The body also uses them for insulation. Some fats like butter come from animals. Others like olive oil are made from plants. Meat also contains fat. Red meats are higher in fats than chicken or fish. Dairy products are also a source of fat.

Proteins are necessary to grow and repair our bodies. Meat, fish, eggs, legumes (peas, lentils, beans), seeds and nuts are all high in proteins.

Water is the most abundant nutrient in our bodies. Water transports nutrients and waste around the body.

Vitamins and minerals are necessary for a healthy body. Fruit and vegetables are good sources of many vitamins and minerals. Other vitamins and minerals are found in meat and fish.

Fibre is a complex carbohydrate but does not supply energy or building material for the body. Although fibre is indigestible to humans, it is necessary to maintain a healthy digestive system. Fibre is found in fruit, vegetables, whole grains and cereals.

A healthy dietGood food is a source of health. Diet is the collection of foods that a person usually eats.

A diet is complete when it includes all of the types of nutrients.

A diet is balanced when it has the correct quantity of each nutrient.

When a diet is not complete or balanced, we can develop disorders and diseases. For example, if a diet is too rich in carbohydrates and fats, energy intake is too high. When this happens, the body stores extra energy as fat. This causes obesity and other health problems.

On the contrary, when a diet is missing nutrients, we have little energy. This slows down growth and development and also leads to disease.

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8 eight

Digestive system Respiratory system Excretory system Circulatory system

For nutrition to occur, all of these systems must function correctly. What process occurs in each of these systems?

1.2

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4

9nine

Pasta, bread and cereals – Carbohydrates – Fibre (in whole grain

foods)

Meat, fish and eggs – Proteins – Fats

Vegetables – Fibre – Vitamins and minerals

Potatoes – Carbohydrates – Fibre – Vitamins and minerals

Dairy – Proteins – Fats – Carbohydrates – Vitamins and minerals

Oil, bacon and butter – Fats

sweets, pastries and snacks – Carbohydrates – Fats (in some)

legumes – Carbohydrates – Fibre – Vitamins and minerals– Proteins

some foods and their main nutrients. What nutrients are found in a tuna and tomato sandwich?

1. What is the function of nutrition?

2. Why do we need oxygen?

3. What do you see in the photo, food or nutrients? Explain.

Questions

Fruit – Carbohydrates – Fibre– Vitamins and minerals

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8

Objectives• To learn that nutrition supplies our

bodies with energy and building materials

• To identify the four processes involved in nutrition

• To understand that diet can be healthy or unhealthy

Key language• Vocabulary and structures: nutrition:

building materials, chemical reaction, oxygen, waste product; systems and processes: circulation, digestion, excretion, respiration; nutrients: diet, insulation, repair, source of, starch; healthy diet: balanced, energy, store

Presentation What is nutrition?

• Ask: What are the building materials for a house? (Bricks, cement, wood.) What are the building materials for your body? (Proteins, fats, minerals, carbohydrates.) Where do they come from? (Your diet.)

• Call attention to some characteristics of body parts. Ask Ss to stand up and copy your movements. Pinch your forearm, and show the skin and fat layer underneath. Show your skull is hard. Search for the bones in your forearm.

• Ask: Why are your bones hard? (They contain minerals / calcium.) Hold up a piece of chalk. Ask: Is your skin hard or flexible? What is under your skin? (Fat.) Why do we have fat? (Insulation to keep us warm, energy store.) Tense and relax your forearm.

• Write on the board: What is the function of nutrition? Read the text. Ss listen with books closed and try to answer the question. (To supply the body’s building materials and energy.) Ss read the text to confirm the correct answer.

• Explain that when we do exercise, we burn carbohydrates and fat to get energy. Ask: How can you burn a source of energy inside your body? (In a chemical reaction.)

1

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9

UNIT 1

Values educationAsk Ss to expand the list of foods for each of the categories. Encourage them to share their prefered categories: What are your favourite vegetables?

Further activities Ask: Why do we breathe harder and our hearts beat faster when we

do exercise? Which systems are involved? Ss discuss their ideas with a partner then compare with another pair. Explain that our body needs more energy, more chemical reactions occur, so more oxygen is needed. As a result, respiration increases, and circulation increases.

Ss keep a diary of everything they eat over the weekend. They analyse it for nutritional balance and completeness. This can be preparation for the Hands on! section on page 13.

Nutritional systems and processes

• Ss read the text. Write on the board: blood, urine, oxygen, carbohydrate. Ask: Which process is each word linked to? (Circulation, excretion, etc.)

• Refer Ss to the illustration to answer. In pairs, Ss take it in turns to point and name each process. (Digestion, respiration, etc.)

Nutrients

• Books closed. Write the nutrient groups from page 9 and fibre on the board. Elicit foods which contain these. Write their ideas under the headings. Ss read the text to check ideas. Ask: Did you make any mistakes? Correct on the board.

• Ask: Is fibre a nutrient? (No.) Why do we need fibre in our diet? (To maintain a healthy digestive system.)

• Play track 1.2. Ss listen and check their answers to the question in the caption on page 9.

A healthy diet

• Ask: Is your diet healthy? How do you know? Ss explain to a partner why it is or is not. (Varied, low in fat, I eat lots of sweets, etc.)

• Ss read the text to confirm the quality of their diet. Ask: Is your diet complete? Is it balanced? Individual Ss answer and explain how. (I eat all types of nutrients, etc.)

• Ask: What dietary problems are mentioned in the text? (Obesity.) How is this caused? (Eating too much fat or carbohydrate.)

• Ss read the text and answer the questions in their notebooks. (Nutrition gives us energy, etc.)


Activity BookPages 4–7

2

3

4


What is nutrition?Our bodies never stop working. Even when we are sleeping, we breathe, our heart beats, and our brain is still active. For all this activity to continue, we need energy. We need even more energy when we walk, run or study.

During childhood and adolescence we need building materials to make us grow. Even though adults no longer grow, they need to constantly repair damage that occurs in the body. For example, skin cells never stop being made to replace those that are damaged or lost.

The function of nutrition is to supply the building materials and energy we need to live.

Nutrition is a long process. The first step is eating food. Food contains nutrients. Nutrients are the substances our bodies use for energy and building materials. To release the energy in nutrients, the cells of our body carry out chemical reactions. These reactions require oxygen. This is why we consume oxygen.

The oxygen and nutrients are transported to the parts of the body where they are used.

The process of nutrition continually produces waste. To keep the body functioning correctly, it is necessary to eliminate waste products.

1 Nutritional systems and processesThere are four processes involved in nutrition. Each one occurs in a different organ system of the body:

Digestion. This is the process of obtaining nutrients from food for our bodies to use.This occurs in the digestive system.

Respiration. This is the process of acquiring the oxygen we need to live. It occurs in the respiratory system.

Excretion. Helping to eliminate waste products produced in our body is carried out by the excretory system.

Circulation. Transporting nutrients, oxygen, and waste products around the body, occurs in the circulatory system.

NutrientsFood is all of the things that we eat. Food can be from animal or vegetable sources. Every food contains certain nutrients. Food also contains other substances that the body cannot use.

We can classify nutrients into specific groups: carbohydrates, fats, proteins, water, vitamins and minerals.

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3












4

8 eight

Digestive system Respiratory system Excretory system Circulatory system

For nutrition to occur, all of these systems must function correctly. What process occurs in each of these systems?

1.2

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4

9nine

Pasta, bread and cereals – Carbohydrates – Fibre (in whole grain

foods)

Meat, fish and eggs – Proteins – Fats

Vegetables – Fibre – Vitamins and minerals

Potatoes – Carbohydrates – Fibre – Vitamins and minerals

Dairy – Proteins – Fats – Carbohydrates – Vitamins and minerals

Oil, bacon and butter – Fats

sweets, pastries and snacks – Carbohydrates – Fats (in some)

legumes – Carbohydrates – Fibre – Vitamins and minerals– Proteins

some foods and their main nutrients. What nutrients are found in a tuna and tomato sandwich?

1. What is the function of nutrition?

2. Why do we need oxygen?

3. What do you see in the photo, food or nutrients? Explain.

Questions

Fruit – Carbohydrates – Fibre– Vitamins and minerals

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10


Further activities Help Ss to identify the parts of the digestive system by touch. Ss

stand. Say: Imagine I’m eating a sandwich. Can you complete my sentences? (I … the sandwich in my … . It mixes with … to form a … , etc.) Touch and name mouth, oesophagus, pharynx, etc.

Divide the class into teams of seven to nine. Each S makes an outline drawing (on A4 paper) of one or two organs of the digestive system. They cut out the drawing. In teams, they assemble the organs of the system for display.

Objectives• To identify the organs of the digestive

system and state their function

• To name the three stages in the digestive process: digestion, absorption and elimination of waste

• To learn that absorption consists of nutrients passing into the blood

• To learn that the parts of food that cannot be digested are excreted

Key languageVocabulary and structures: organs: capillary, large intestine, oesophagus, pharynx, small intestine, stomach, villi; glands: liver, pancreas, salivary gland; digestive juices: chyle, chyme, gastric juice; absorption, bolus, break down, chew, faeces

Presentation The digestive system

• Draw a simplified diagram on the board, unlabelled. Ask Ss to come to the board and label what they can from memory. Ss may need to use their native language.

• Ss read the text and tell their partner what is missing from the diagram on the board.

• Play track 1.3. Ss listen, point to parts of the diagram, and repeat.

Digestion

• Ask: Where do nutrients come from? (Food.) How can we get nutrients out of food? Ss suggest possible ideas. Ask: Why do we chew food before we swallow it? Explain that chewing is the first part of breaking down food.

• Ask: When you vomit, sometimes your throat burns, why is this? Explain that gastric juices contain acid made in the stomach, which helps to break down food.

1

2 10 ten


There are three stages in the digestive process: digestion, absorption and elimination of waste. These all occur in the digestive system.

The digestive system The digestive system includes the digestive tube and helper glands.

The digestive tube is formed by several hollow organs. These organs join together to form a tube from the mouth to the anus. These organs are the mouth, pharynx, oesophagus, stomach, small intestine, large intestine and the anus.

The helper glands are the salivary glands, the liver and the pancreas. These glands produce liquids called the digestive juices.

DigestionThe first stage of the digestive process is digestion. Digestion is the breakdown of foods to obtain their nutrients. During this part of digestion, digestive juices are used to break down the food.

In the mouth, teeth physically break down the food as you chew. The food is mixed with saliva from the salivary glands. Food that is chewed and mixed with saliva is called a bolus. The bolus passes through the pharynx and the oesophagus on the way to the stomach.

Gastric juices are produced in the stomach. Food is mixed with the gastric juices by the movement of the stomach to create chyme. Chyme passes to the small intestine.

In the small intestine, intestinal juice, pancreatic juice from the pancreas and bile from the liver are added to the chyme. This milky liquid is called chyle.

1

2

AbsorptionIn order for the nutrients in chyle to be used by the body, they must pass into the blood.

Absorption is when nutrients pass from the digestive tube to the blood. This occurs in the small intestine. Look at the diagram.

The inside of the small intestine has numerous folds. Each fold has thousands of tiny finger-like projections called villi. Each villus has numerous capillaries. Absorption of nutrients happens when nutrients pass from the small intestine, through the capillaries, into the blood.

Elimination of wasteAfter absorption, the small intestine only contains those parts of food that cannot be digested. This waste moves into the large intestine where it is transformed into faeces. Faeces are excreted out of the body, through the anus.

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4

1. In the mouth, food is crushed and mixed with saliva. A bolus is formed.

2. The bolus moves past the pharynx and through the oesophagus.

4. In the small intestine, chyme is mixed with pancreatic juice and bile to form chyle.

3. In the stomach, the bolus is mixed with gastric juices to form chyme.

pharynx

oesophagus

stomach

small intestine

large intestine

anus

mouth

liver

pancreas

helper glands digestive tube

salivary glands

Diagram of the digestive system.

Diagram of digestion. What digestive juices appear in this illustration?

1.3

1.4

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11eleven

1. Is the digestive system the same as the digestive tube? Explain your answer.

2. What are the stages of the digestive process? What occurs during each stage?

3. Explain how digestion starts in the mouth.

4. Define the following: digestive tube – digestive juices – chyme – chyle

5. Imagine you eat a sandwich. Describe the journey this sandwich takes from your mouth until it is excreted as waste. Explain what happens in each organ in the digestive system.

6. Julian is a very active boy. He enjoys exercise because he loves sports. Although he's not fat, Julian would like to be thinner. Julian has decided to eat less in order to look like models on television. Do you think this is a good idea? Explain your answer.

Questions





3

4

small intestine

blood vessels

intestinal folds

villi

capillaries

nutrients

Diagram of absorption. Nutrients pass through the walls of the villi. Nutrients then pass into the capillaries.

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11


• Ss read the text and answer the question. See Answer key.

• Play track 1.4. Ss listen and say True or False. Use the pause button to allow Ss to reply before hearing the answer.

Absorption

• Elicit from Ss what capillaries are. Ask: Are the walls thick or thin? (Thin.) Is it easy or difficult to pass through a thin wall? (Easy.)

• Take a piece of A4 paper. Draw polka dots all over it. Ask Ss to count the dots. Explain approximately how many dots are in 29.5 cm, the length of the paper. Now fold the paper to make a concertina: WWWWW. Explain that there are now more dots in the new paper length.

• Ss read the text and try to guess what your polka dots represent. (Villi.) Ask: Why is it good to have more villi per cm? (More absorption.)

Elimination of waste

• Ask: Which part of food cannot be digested? (Fibre.) Which foods contain this? (Fruit, vegetables, etc.) Ss read the text. Ask: If you eat lots of fruit and vegetables is it easier or harder to go to the toilet? (Easier.)

• Ss answer the questions in their notebooks. Put Ss in pairs. Ask them to describe the answer to question 5 while pointing to a picture of the digestive system, for example, the diagram on page 10 or a poster.

• Question 6 could be used for a class debate.


Activity BookPages 8 and 9

3

4

UNIT 1

10 ten


There are three stages in the digestive process: digestion, absorption and elimination of waste. These all occur in the digestive system.

The digestive system The digestive system includes the digestive tube and helper glands.

The digestive tube is formed by several hollow organs. These organs join together to form a tube from the mouth to the anus. These organs are the mouth, pharynx, oesophagus, stomach, small intestine, large intestine and the anus.

The helper glands are the salivary glands, the liver and the pancreas. These glands produce liquids called the digestive juices.

DigestionThe first stage of the digestive process is digestion. Digestion is the breakdown of foods to obtain their nutrients. During this part of digestion, digestive juices are used to break down the food.

In the mouth, teeth physically break down the food as you chew. The food is mixed with saliva from the salivary glands. Food that is chewed and mixed with saliva is called a bolus. The bolus passes through the pharynx and the oesophagus on the way to the stomach.

Gastric juices are produced in the stomach. Food is mixed with the gastric juices by the movement of the stomach to create chyme. Chyme passes to the small intestine.

In the small intestine, intestinal juice, pancreatic juice from the pancreas and bile from the liver are added to the chyme. This milky liquid is called chyle.

1

2





3

4

1. In the mouth, food is crushed and mixed with saliva. A bolus is formed.

2. The bolus moves past the pharynx and through the oesophagus.

4. In the small intestine, chyme is mixed with pancreatic juice and bile to form chyle.

3. In the stomach, the bolus is mixed with gastric juices to form chyme.

pharynx

oesophagus

stomach

small intestine

large intestine

anus

mouth

liver

pancreas

helper glands digestive tube

salivary glands

Diagram of the digestive system.

Diagram of digestion. What digestive juices appear in this illustration?

1.3

1.4

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11eleven

1. Is the digestive system the same as the digestive tube? Explain your answer.

2. What are the stages of the digestive process? What occurs during each stage?

3. Explain how digestion starts in the mouth.

4. Define the following: digestive tube – digestive juices – chyme – chyle

5. Imagine you eat a sandwich. Describe the journey this sandwich takes from your mouth until it is excreted as waste. Explain what happens in each organ in the digestive system.

6. Julian is a very active boy. He enjoys exercise because he loves sports. Although he's not fat, Julian would like to be thinner. Julian has decided to eat less in order to look like models on television. Do you think this is a good idea? Explain your answer.

Questions





3

4

small intestine

blood vessels

intestinal folds

villi

capillaries

nutrients

Diagram of absorption. Nutrients pass through the walls of the villi. Nutrients then pass into the capillaries.

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Values educationSs debate safe ways to control one’s weight. Ask: What should people do if they want to gain weight? And to lose weight?

Further activities Hold a quiz. In small teams, Ss ask True or False questions about

pages 10 and 11. For example, (The digestive tube is formed by several solid organs.). (False, hollow organs.) Award points for correct answers. Encourage Ss to discuss their answers before putting their hands up.

In groups, Ss collect household materials and rubbish, for example cardboard egg cartons and other packaging. Ss make three-dimensional models of a section of the intestinal wall, similar to the

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Values educationFocus on the importance of water in a balanced diet. Say: Doctors recommend drinking 2 litres of water a day. Ask Ss to discuss how they can reach this goal.

Further activities Ss draw plates of food. They can be healthy or unhealthy. Have Ss

stand and mingle. Ss present their dishes to each other. S2 has to say if the dish is healthy. If it is not, they explain why. (Pizza is unhealthy because it is high in fat, etc.)

Ss start to cut out and collect nutritional information from food packaging at home for discussion in a later class. Ss write the name of the product on the back of each cut-out.

12 twelve

UNdersTaNd

Complete the sentences to summarise the processes and systems involved in nutrition.

a. Digestion occurs in the digestive system.

Digestion obtains … from food to use in our bodies.

b. Respiration occurs in the …

Respiration obtains … that we need to release the energy in food.

c. Excretion occurs in the …

Excretion …

d. Circulation occurs in the …

Circulation …

Complete the table.

NutrientsUsed by the body for...

Found in foods like...

Carbohydrates EnergyPasta, bread, potatoes

Fats

Explain the following sentence.

A diet that is healthy must be complete and balanced.

Explain what fibre is. What foods do you find fibre in?

Copy the diagram of the digestive system into your notebook. Colour each organ a different colour and label it.

1

2

3

4

5

Name the organs of the digestive systemin which digestion occurs.

Define the following terms.

a. Digestion.

b. Digestive juice.

c. Chyme.

d. Chyle.

e. Absorption.

Name the juices that take part in digestion. In which organ is each juice produced?

Work iT oUT

Is food the same as nutrition? Explainyour answer.


Water is a food and a nutrient.

What would happen to a person if absorption did not occur?

aPPLY

look at the plates of food. list the nutrientson each.

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7

8

9

10

11

12

activities

A

B

C

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13thirteen

No child should go hungryIncredibly, there are countries where children die of hunger. They don’t have the minimum amount of food to survive. Others survive but have serious health problems.

Rich countries, like ours, give money to help the poorest countries. There are also organisations that work to fight hunger. It's important to know about this terrible problem, and help the fight against hunger.

In groups, research programs and organisations that help fight hunger. Make notes on what they do and how to get involved. Then, encourage your friends to participate.

OUR WORLD

Hands on!

Recording data in a table Recording data in a table is very useful. The information is organised and easy to analyse. Use this technique to record data about what you eat for a whole week. Later you can analyse it.

Use the table to record all of the food you eat every day for one week.later, use the information you have collected to answer the questions.

How many times a week do you eat...

a. fruit? c. meat? e. legumes?

b. vegetables? d. fish? f. sweets and soft drinks?

Analyse the data in the table and your answers.How could you make your diet healthier?

A. Draw a table with eight columns and seven rows, like the one shown.

B. In the top row, write the days of the week. In the first column, write all the meals you eatduring a day.

M T W T F S SBreakfast

Dinner

Snack 2

Lunch

Snack 1

Snack 3

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12

Objectives• To revise the key concepts of the unit


• To record the food eaten in order to analyse one’s own diet

• To become aware of hunger problems and take action

Key language• Vocabulary and structures: digestive

system: anus, intestine, mouth, stomach; nutrients: carbohydrate, fat, mineral, protein, vitamin; food types: cereal, fat, fish, fruit, legume, meat, oil, vegetable; digestive juices: chyle, chyme, gastric juice; absorption, bolus, break down; systems and processes: circulation, digestion, excretion, respiration; healthy diet: balanced, energy, high in, low in

ActivitiesUnderstand

– 2

• Put Ss in pairs or small groups to complete the sentences. Correct orally with the whole class.

• Copy the table on the board. Teams take turns proposing words for each column. Give points for each word.

– 6

• Ss work in pairs and share answers with another pair. Ask for volunteers to share answers with the class.

• Put Ss in pairs to compare their diagrams, checking for correct positioning of labels and spelling.

• Call on Ss to name the organs in sequence while you or an S point to the organ in their drawings.


• Ss work in pairs to create their definitions. Encourage use of the structure: … is the process in which … or … is a substance produced in the … .

1

3

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Values educationExplain that some schools organise giving to others at Christmas, for example, a second-hand market where articles donated by Ss families are sold and the profits donated to an NGO. Ask Ss to rank these and other activities in terms of their feasibility in their context.

Further activities Ss use the suggestions they have received to write up an improved

diet for one day. They illustrate it with drawings or cut-outs.

To help Ss apply what they have learned to a real situation, copy the nutritional information from a manufactured snack on the board or ask Ss to share their cut-outs of nutritional information. Then ask: Is this (snack) healthy? Ss explain why / why not.

Name the juices … in digestion.

• In teams, Ss write the names of the juices on a piece of paper. They call out the juice and position themselves to reflect the sequence in which juices are produced.

Work it out

– 11

• Ss discuss their ideas with a partner. They then compare answers with another pair.

Apply

Look at the plates of food

• Put Ss in groups. They draw each plate of food, and label the nutrients.

Our worldNo child should go hungry

• Ask: Do you know of countries where people have little food? Ss read the text to find out the problems in poor countries.

• Ss ask their relatives if they contribute to organisations like Intermon–Oxfam, and look on the Internet for more information.

Hands on!Recording data in a table

• Explain that tables help us to compare information. Tell Ss it will be easier to fill in the table once or twice a day.

• Ss answer the questions and then compare answers in small groups. Ask: Who eats the most (fruit) in your group? Hands up! Encourage Ss to applaud those who eat a lot of vegetables or fruit.

• Copy these gapped sentences on the board: You should eat less ... , because it’s high / low in ... . Why don’t you eat more ... because it’s high / low in ... ? Elicit words to complete the gaps. (Pizza, high in fat, fruit, low in fat, etc.) In small groups, Ss make suggestions on how to improve their diet. They use the sentences as models.

Teacher’s Resource BookExtension worksheet 1

8

9

12

UNIT 1

12 twelve

UNdersTaNd

Complete the sentences to summarise the processes and systems involved in nutrition.

a. Digestion occurs in the digestive system.

Digestion obtains … from food to use in our bodies.

b. Respiration occurs in the …

Respiration obtains … that we need to release the energy in food.

c. Excretion occurs in the …

Excretion …

d. Circulation occurs in the …

Circulation …

Complete the table.

NutrientsUsed by the body for...

Found in foods like...

Carbohydrates EnergyPasta, bread, potatoes

Fats


A diet that is healthy must be complete and balanced.

Explain what fibre is. What foods do you find fibre in?

Copy the diagram of the digestive system into your notebook. Colour each organ a different colour and label it.

1

2

3

4

5

Name the organs of the digestive systemin which digestion occurs.


a. Digestion.

b. Digestive juice.

c. Chyme.

d. Chyle.

e. Absorption.

Name the juices that take part in digestion. In which organ is each juice produced?

Work iT oUT

Is food the same as nutrition? Explainyour answer.


Water is a food and a nutrient.

What would happen to a person if absorption did not occur?

aPPLY

look at the plates of food. list the nutrientson each.

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7

8

9

10

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12

activities

A

B

C

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13thirteen

No child should go hungryIncredibly, there are countries where children die of hunger. They don’t have the minimum amount of food to survive. Others survive but have serious health problems.

Rich countries, like ours, give money to help the poorest countries. There are also organisations that work to fight hunger. It's important to know about this terrible problem, and help the fight against hunger.

In groups, research programs and organisations that help fight hunger. Make notes on what they do and how to get involved. Then, encourage your friends to participate.

OUR WORLD

Hands on!

Recording data in a table Recording data in a table is very useful. The information is organised and easy to analyse. Use this technique to record data about what you eat for a whole week. Later you can analyse it.

Use the table to record all of the food you eat every day for one week.later, use the information you have collected to answer the questions.

How many times a week do you eat...

a. fruit? c. meat? e. legumes?

b. vegetables? d. fish? f. sweets and soft drinks?

Analyse the data in the table and your answers.How could you make your diet healthier?

A. Draw a table with eight columns and seven rows, like the one shown.

B. In the top row, write the days of the week. In the first column, write all the meals you eatduring a day.

M T W T F S SBreakfast

Dinner

Snack 2

Lunch

Snack 1

Snack 3

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Further activities Using their books, Ss work in small groups to prepare five questions

which test their knowledge of the unit. Combine the questions from each group into a quiz. Read the questions. Working in groups, Ss write their answers on a piece of paper. Teams mark each other’s papers.

Ss illustrate the chart they have copied into their notebooks with small drawings of the distinct organs and processes.

revision

14 fourteen

Read the summary.1

LearNiNG To sTUdY. Complete the summary chart.2


Nutrition includes all the processes that we carry out to obtain the building materials and energy that our bodies need.

There are four processes in nutrition: the digestive process, circulation, respiration, and excretion.

We need nutrients to live. We get nutrients from our food.

The major groups of nutrients are: carbohydrates, fats, proteins, water, vitamins and minerals.

To grow healthy, we need a healthy diet. A healthy diet is complete and balanced.


The digestive process occurs in the digestive system. There are three stages: digestion, absorption and elimination of waste. The digestive system is formed by the digestive tube and helper glands.

the digestive process

.................. elimination of waste

salivary glands..................

mouth......................................................

THE DIGEsTIVE sYsTEM

.........the digestive tube

which includeswhich arewhich is formed by

It is formed byIts function is

1.5

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15fifteen

i can

look at the food labels. Answer the questions.

a. Which food provides the most energy?

b. Which food would you recommend to someone who wants to lose weight?

c. Which food contains the most water? How do you know?

d. Which food do you think is best to eat every day for a snack?

e. Do you think the information on these labels is sufficient? Would you like some other information?

Interpret nutritional information

GazpachoFRESH

Drinking yogurt

OASIS

Muffins

YumYum

Nutritional information100 g of product contains:Proteins 7 gCarbohydrates 62 gFats 28 g Nutritional information

100 g of product contains:

Proteins 0.75 gCarbohydrates 2 gFats 2.70 g

Nutritional information100 g of product contains:Proteins 4 gCarbohydrates 48.4 gFats 19.7 g

Nutritional information100 g of product contains:Proteins 2.4 gCarbohydrates 12.4 gFats 0.7 g

cookies

vanilla

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14

Objectives• To revise the key concepts of the unit

• To practise summarising a text


• To apply concepts from the unit to analyse nutritional information

Key languageVocabulary and structures: Nutrition: balanced, building materials, complete, energy; processes: circulation, digestion, excretion, respiration; nutrients: carbohydrate, fat, mineral, protein, vitamin, water; digestive system: absorption, digestion, digestive tube, gland, waste

Revision Read the summary.

• Play track 1.5. Ss read and listen to the summary. Pause several times to ask questions: Can you name four processes? What are the nutrient groups? What are the three stages of the digestive process?

Learning to study. Complete the summary chart.

• Ss copy the chart in their notebooks and complete it in small groups.

1

2


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15

Further activities Help Ss reflect on the balance of nutrients in snacks. Ss calculate

how much of each snack they would need to eat to obtain the daily requirement of protein, carbohydrate, fat, etc. For example, (Forty biscuits gives you all the protein you need but only five biscuits gives you all the fat.).

Ss compete to find the healthiest snack, cake, biscuit, drink, etc. Ss bring in the nutritional information cut from the packaging and defend their choices. For example, (Drink X is the healthiest because it contains … and is low in … ).

UNIT 1

I canInterpret nutritional information

• Ss read the questions. To check their understanding, ask: Which nutrients provide energy? (Carbohydrates and fats.) To lose weight, we need to eat less …? (Carbohydrates and fats.)

• Ss work in pairs to answer the questions.

• Provide support as needed. For example, explain how to subtract the number of grammes of nutrients from the 100 g total to find the water. See Answer key. Explain that variety is the most important thing for a balanced diet. Although the yogurt is the best option for a snack, the other snacks can sometimes be a good way to get energy.

• In open class, Ss discuss their answers to question e.

Teacher’s Resource BookAssessment worksheet 1

Test 1

revision

14 fourteen

Read the summary.1

LearNiNG To sTUdY. Complete the summary chart.2


Nutrition includes all the processes that we carry out to obtain the building materials and energy that our bodies need.

There are four processes in nutrition: the digestive process, circulation, respiration, and excretion.

We need nutrients to live. We get nutrients from our food.

The major groups of nutrients are: carbohydrates, fats, proteins, water, vitamins and minerals.

To grow healthy, we need a healthy diet. A healthy diet is complete and balanced.


The digestive process occurs in the digestive system. There are three stages: digestion, absorption and elimination of waste. The digestive system is formed by the digestive tube and helper glands.

the digestive process

.................. elimination of waste

salivary glands..................

mouth......................................................

THE DIGEsTIVE sYsTEM

.........the digestive tube

which includeswhich arewhich is formed by

It is formed byIts function is

1.5

179269 _ 0006-0015.indd 14 11/08/11 11:33

15fifteen

i can

look at the food labels. Answer the questions.

a. Which food provides the most energy?

b. Which food would you recommend to someone who wants to lose weight?

c. Which food contains the most water? How do you know?

d. Which food do you think is best to eat every day for a snack?

e. Do you think the information on these labels is sufficient? Would you like some other information?

Interpret nutritional information

GazpachoFRESH

Drinking yogurt

OASIS

Muffins

YumYum

Nutritional information100 g of product contains:Proteins 7 gCarbohydrates 62 gFats 28 g Nutritional information

100 g of product contains:

Proteins 0.75 gCarbohydrates 2 gFats 2.70 g

Nutritional information100 g of product contains:Proteins 4 gCarbohydrates 48.4 gFats 19.7 g

Nutritional information100 g of product contains:Proteins 2.4 gCarbohydrates 12.4 gFats 0.7 g

cookies

vanilla

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Top Science 6PRIMARY - · PDF filewhich reflect the young learner’s real world . ... 8 0 0 1 9 6 8 Top Science 6 PRIMARY Activity Book Top Science 6 PRIMARY STUDENT’S MATERIAL