CCNN 3 TB PDF

Introduction to ByME Natural Science
Who the course is for

ByME Natural Science is a six-level course for pupils studying the subject of
Natural Science in a bilingual context. Level 3 is for pupils in year 3 of Primary.
Aims of the course

The course follows the Natural Science syllabus as laid out by the LOMCE. It
is an introduction to the natural sciences, leading learners through their first
experiences of Biology, Chemistry and Physics. ByME Natural Science aims to
develop pupils scientific knowledge and language skills. Given the challenge
of teaching Natural Science in a bilingual classroom, it is important that
language does not overwhelm the content, nor vice versa. For that reason,
this programme was designed to ensure a unique balance between language
and content.
The guiding principles are simplicity and motivation ByME Natural
Science is interesting and engaging for the pupil and user-friendly for the
teacher. It features:
A simple, fixed unit structure to ensure easy navigation.
A fresh and clear design with a dynamic mix of age-appropriate
illustrations and attractive photography, providing visual aids that facilitate
comprehension.
A focus on scientific method in order to develop pupils investigative
and presentation skills.
A real sense of progression through the levels with a fun, accessible feel
to the early levels with songs, characters and stories and a more mature
and scientific approach in higher levels, a clear bridge to Secondary.
Flexibility, with many extra, non-content pages, allowing for easy
adaptation to specific teaching situations.
Scientific literacy instruction to support content learning in English
through reading, writing, speaking and listening activities.
A wide range of additional resources.
This course also aims to address the childrens education beyond the scope of
Natural Science through:
Activities designed to prepare children for the question types found in the
most common external exams.
Study skills sections where children are introduced to techniques for
improving their own learning.
Cooperative Learning projects designed to instil collaboration and
teamwork as important life skills.
A strong focus on ethics and values, encouraging children to engage with
the world around them, appreciate its complexities and problems, and
develop social responsibility.
Attention to higher order thinking skills to give children
opportunities to apply what they know.
Problem-based activities to encourage critical thinking.
TEACHERS BOOK 3
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Course components
Pupils materials
Pupils Book Birds
Birds are vertebrates. There are thousands of types of birds.

Birds come in all shapes and sizes. Look at the pictures and
read the information to find out more.
A 144-page Pupils Book including:

Bird facts
Birds are oviparous. They incubate their eggs. This means they
Eagles are carnivores. They are very good
sit on the eggs to keep them warm while the baby grows inside.
hunters and eat fish and other animals.
Birds can be carnivores, herbivores or omnivores. Bald eagles make the largest nests in the
Adult birds find food for their babies until they can find their world.
own food. Penguins are aquatic birds. Ostriches are the largest birds in the
They mostly eat fish and world. Although they cant fly, they can
Birds breathe with their lungs. other small sea animals. run faster than any human.
a two-page introductory unit introducing pupils to

Birds have feathers and wings, but not all birds can fly! Some They cant fly, but they are
can swim or run. Birds use their feathers for flying, keeping very good swimmers.
warm and attracting other birds. All feathers are waterproof.
Birds have beaks. Birds of prey have hooked beaks for tearing
meat. Birds that eat nuts and seeds have short beaks. Birds
that catch fish have long, sharp beaks, and birds that eat
the characters that will accompany them on their

nectar from flowers have long, thin beaks. FIND OUT: More about thermal energy THINK ABOUT IT: Saving energy
Idea: Hummingbirds are one of the smallest

Saving energy isnt just about saving money. Simple actions
birds. They have long, thin beaks which a
Sparrows have short beaks Some materials conduct Plastic,
they usemetal
to drink nectar from flowers. you do every day are also good for the environment.
learning experience: Alex and Carla in the case of

because they eat seeds. heat better than and wooden Look at the pictures and think about how
others. Pelicans have large beaks which they spoon these simple actions can help us
use to catch lots of fish at once. Butter Did you know? look after our planet.
Beans Owls can turn their heads 360
1 Compare and contrast mammals and birds. Copy mammals birds Test: (a complete circle), but they
b
Hot water
and complete the diagram using the words cant move their eyes. c
Observe how some spoons conduct heat better than others.
Natural Science 3
below. Add more information.
oviparous
have 2 Find pictures of the following birds: a buzzard, a
omnivores incubate their eggs feathers 1 2 a robin. Look at their beaks and
cormorant and 3 predict
have fur or hair most have four legs Stick a bean to each spoon Place the spoons in a bowl
what they eat. Record how quickly the
with butter. of hot water. butter melts on each spoon.
carnivores drink mothers milk 3 Why do you think penguins and ostriches cant fly?
60 61
nine main units of 1214 pages Reptiles, amphibians and fish

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Fish were the first vertebrates to

live on our planet. Over time,
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e
they developed into amphibians.

Amphibians were the first
three end-of-term review sections

vertebrates to leave the water
1 What different animals can you
and move onto land. They
see in the picture?
adaptedwell to life on land and
developed into reptiles. 2 Think of different ways to
Dinosaurs were reptiles. They classify the animals in the
were the dominant animals on Conclusions
picture.
the planet for millions of years!
a picture dictionary.
1 Which
3 Findspoon
someconducts
examplesheat
of best?
1 Look at the pictures on the right. Where can we find these
vertebrates and invertebrates.
2 Which spoons dont conduct energy-saving inventions? Discuss why we use these
heat
4 Whowell?
is not behaving properly inventions in these places.
in the picture?
3 Lots of kitchen tools are made of wood 2 Design a comic strip to show how we can save energy
and plastic. Discuss why. every day. Think about electricity, water and heat.
118 5 Listen to the song. Point to the words you hear. 119
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carp tadpoles lizard
dragonfly salamander
snake
66 67
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Activity Book UNIT 8 Energy
1 Circle the correct type of energy. 3 Read the clues and complete the crossword.
a b c
ACROSS DOWN
An optional 64-page Activity Book comprised of six

2. energy travels from hotter 1. Food contains energy
objects to cooler objects. which our body turns into kinetic or
thermal energy.
5. The faster an object moves, the more
energy it has. 3. energy can travel
sound energy electrical energy light energy 300,000 km per second.

6. We can use water, wind or the sun to
full-colour pages per unit that offers:

kinetic energy chemical energy electrical energy produce energy. 4. When we talk we produce
light energy kinetic energy kinetic energy energy.
d e f
c 3
a range of engaging exercises to consolidate and

4 2 h
electrical energy light energy thermal energy
thermal energy sound energy light energy e

UNIT 7 kinetic energy electrical energy chemical energy
m
2 Match and write true sentences about energy.
extend the topics covered in the Pupils Book

i
Find out at home! Skills check be created.
1 Investigate materials in your home:

5 c
Energyand
1 Look canread. Write yes or no. There are two examples.be changed from one type to another.
a
1. Take photos or draw pictures of three objects in your home. Energy cant be destroyed.
2. Observe the materials and the properties of each object. 6 l
be found everywhere around us.
3. Write a text about each object. Include the information
additional reading and writing practice of the

below: a. Energy can be changed from one type to another.
The name of the object.
b.
What materials it is made of.
Are the materials natural or manufactured? c.
Its properties. d.
science content
What the object is used for.
44 45
UNIT 7 Matter, materials and mixtures
1 Complete the sentences with matter or materials. 4 Complete the sentences with physical change or chemical
change.
a mini-project designed to encourage pupils to

a. Everything on our planet is made up of .
a. When matter changes shape, size or state it is called a physical change .
b. We use different like wood, plastic and metal to make things.
yes b. When matter changes into different matter it is called a .
1. The table is made of wood.
2 Look at the photos and complete the sentences using the
no c. Combustion is an example of a .
2. Wood
words in the box. Some words can be used more than once.
is fragile.
Materials 3. There are four plastic cups in the picture.Properties d. Freezing water to make ice is an example of a .
explore scientific concepts and methods at home a

glass fabric metal plastic
4. Plastic
b
flexible
is a natural material.
5. The girl is twisting her serviette.

c
6. There is a chemical reaction called combustion happening.
rigid absorbent
d
waterproof 5 Look at the photos. Are these physical or chemical changes
in matter? Write sentences.
a b
or in the classroom
7. There is a mixture in a bowl on the table.
8. The little boy is evaporating the rocks from the sand.
9. They can recycle the plastic cups and the plastic bottle.
10. All the objects in this picture are made up of matter.
42 metal rigid waterproof

43
a. This is made of . Its and .
a bilingual glossary to support language learning.

This is a physical change because the matter
b. This is made of . Its and .
changes shape.
c. This is made of . Its and .
d. This is made of . Its and . c d
3 Match and make sentences about the properties of

materials.
a. A fragile material is difficult to break.
b. A flexible material breaks easily.
c. A rigid material can change shape easily.
d. A resistant material doesnt change shape easily.
38 39
Modules Natural
ScieNce
PriMarY 3
Natural
The modules offer an ideal solution to teaching

ScieNce
PriMarY 3
Natural
ScieNce
PriMarY 3
contexts where only a limited amount of hours in MODuleS available fOr

Natural ScieNce 3
English are available. Each module combines a unit

The human body
Look after yourself
Look after
Living things
Mammals and birds
yourself
Reptiles, amphibians and fish
MODuleS available fOr
Invertebrates
Natural ScieNce 3
The human
Matter, materials and mixtures
of the Pupils Book with the corresponding Activity

The human body Energy
1
72
IS
Look after yourself

05
body
BN
97 1
Machines 8-8
4-15867-46-3
CL
Living things MODuleS available fOr

Natural ScieNce 3
Living
Mammals and birds
Reptiles, amphibians and fish Natural The human body
ScieNce
www.bilingualbyme.com
things
Invertebrates Look after yourself
Matter, materials and mixtures PriMarY 3 Living things
Machines Mammals and birds
0
Book unit.
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05
BN
97 1
Energy 8-8
4-15867-45-6
CL Reptiles, amphibians and fish
Invertebrates
www.bilingualbyme.com Energy
2
72
IS
05
BN
97 1
Machines 8-8
4-15867-47-0
CL
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Natural Natural
ScieNce ScieNce
PriMarY 3 PriMarY
arY 3
ar
Natural ScieNce 3
The human body

Matter, Natural
Look after yourself materials and ScieNce
Natural Living things PriMarY 3
ScieNce Mammals and birds mixtures
PriMarY 3 Reptiles, amphibians and fish
Invertebrates
Matter, materials and mixtures Natural
Energy Scie
ScieNce
6
PriMar
PriMarY 3
IS
72
BN
05
97 1
Machines 8-8
4-15867-51-7 C
L
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MODuleS available fOr MODuleS available fOr

Natural ScieNce 3
Reptiles, Natural ScieNce 3
Machines
The human body The human body
Look after yourself
Living things
amphibians Look after yourself
Living things
Mammals and birds and fish Mammals and birds
Reptiles, amphibians and fish MODuleS available fOr Reptiles, amphibians and fish
Invertebrates Natural ScieNce 3 Invertebrates
Energy
MODuleS available fOr Matter, materials and mixtures The human body Matter, materials and mixtures
Natural ScieNce 3 Energy Look after yourself Energy
4
Mammals
72
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05
05
BN
BN
97 1 97 1
Machines 8-8 CL
Living things Machines 8-8 CL
The human body 4-15867-49-4 4-15867-53-1
Look after yourself Mammals and birds

Living things
Mammals and birds
and birds
Natural ScieNce 3
Invertebrates www.bilingualbyme.com
The human body
Invertebrates
Reptiles, amphibians and fish Matter, materials and mixtures
Invertebrates Look after yourself Energy
7
72
IS
05
BN
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8-8
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Energy Mammals and birds

3
72
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05
BN
97 1
Machines 8-8
4-15867-48-7
CL
Invertebrates www.bilingualbyme.com

Energy
5
72
IS
05
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97 1
Machines 8-8
4-15867-50-0
CL
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4 NATURAL SCIENCE PRIMARY 3

Teachers materials
UNIT 4
activity book answers / audio cD1 track list
Teachers Book
UNIT 4 Mammals and birds UNIT 4
1 Complete the sentences. 3 Complete the crossword. Find out at home! Skills check
20 a.
vertebrates or invertebrates
have a backbone. a.
mammals or birds
have feathers.
4
Clues across:
1. Chickens live in a
2. Chickens lay many
21 24 1 Investigate a bird:
1. Choose a bird and find information about it.

1 Look and read. Write some words to complete the
sentences below. You can use one, two or three words.
25
5
3. Sheep live in a 2. Stick a photo or draw a picture of the bird in the space below.
b. dont have a backbone. b. have fur or hair.
3. Complete the table.
1 c o o p 6 Taking care of your pet
viviparous or oviparous herbivores, carnivores or omnivores Clues down:
Having a pet is fun but it is also a big
2 4. We use sheeps fur to
a. Some animals are . a. Animals that eat other animals are called responsibility. Pets are living things and they
They lay eggs. . make need people to take care of them.
5. Pigs live in a
b. Some animals are . b. Animals that eat only plants are called Pets need food and clean water. It is
3 6. Cows live in a field or a important to know what kind of food to give
They have live babies. .
your pet and how often you should feed
c. eat animals and plants. them.
Pets also need shelter. Shelter is a place
2 Complete the table with information about the farm animals. where pets can live safely. Shelter can
4 Write sentences about these baby farm animals. be a cage, a tank or a doghouse.
Name Type
Reproduction Nutrition Exercise helps your pet to be happy
of animal of animal a b
and healthy. Take time every day to play with
your pet.
cow mammal viviparous herbivore Remember that just like you, your pet
Name of bird
needs lots of love and attention!
The full-colour Teachers Book includes easy-to-

Physical characteristics
A baby chicken is called a chick.
Type of beak
c d Which area of the world

does it live in?
Nutrition
a. Pets need people to take care of them.
Can it fly? b. It is important to know how often you should your pet.
c. Shelter is a place where pets can .

Interesting fact
d. You should play with your pet .
20 21 24 25
follow, flexible lesson plans and practical support 22

UNIT 4
5 Complete the table with information about the different mammals.
Mammals
dog
Where it lives
land or water
How it moves
number of legs
or flippers
What it eats
herbivore, carnivore
or omnivore
8 Complete the text about birds.
Birds are vertebrates
oxygen from the air with their
, which means that they have a backbone. Birds breathe in
which means that they lay eggs. All birds have a

eating. All birds have
. Theyre
, but not all birds can fly.

which they use for
, 23
Unit 4 Audio CD1 track list
TRACK ACTIVITY TRACK ACTIVITY
specially designed for English teachers teaching

giraffe
9 Look at the photos. Read and answer the questions.
bear
gorilla
dolphin
39 Pupils Book page 53, Unit 43 Pupils Book page 56, Farm animals
6 How are these two mammals the same? How are they different? Complete the text.
introduction
seagull hawk sunbird sparrow
44 Pupils Book page 57, Farm animal
a. Which bird eats meat? 40 Pupils Book page 53, Song On the reproduction
b. Which bird eats nuts and seeds?
c. Which bird catches and eats fish?

farm
Both elephants and whales are very big mammals. Theyre both viviparous and they both breathe d. Which bird drinks nectar from flowers?
45 Pupils Book page 58, Mammals
41 Pupils Book page 54, Story: A trip
with their . Elephants have four , but whales have
Science. A clear, simple design helps ease-of-

10 Write the sentences in the correct boxes. Some sentences go in both boxes.
. Elephants live on but whales live in
. Elephants are whereas whales can be carnivores
They move using wings. They have feathers. They lay eggs. They have fur or hair.
to the farm 46 Pupils Book page 60, Birds
UNIT 4 or omnivores.
They breathe with their lungs. They have a backbone. They have four legs.
7 Use the information above to complete the Venn diagram.
Pages 5253 Mammals and birds

They move using wings.
viviparous 42 Pupils Book page 54, Activity 2
Elephants Whales
Divide the pupils into small groups to answer questions CD1 track 40
22 23
Mammals and birds 39 1-4. Move around the class to check ideas with individual On the farm, on the farm
reference even in the most challenging teaching

You probably see mammals and
groups or feed back with the whole class at the end.
birds every day. You might even
Lots of animals, lots to see
52 53
have one as a pet! Mammals
and birds are vertebrates. This
means they have a backbone.
1 What different animals can you see in the Pigs in the mud, rolling around
see in the picture?
are also vertebrates, but well
look at them in the next unit.
Mammals and birds are
2 Find some invertebrate animals
in the picture.
picture? Cows in the fields, munching grass
important in farming.
3 Which animals are mammals?
Which are birds?
Pupils will know most of the animals in the picture. And the farmers dog keeping watch!
4 Who is not behaving
properly in the picture? Elicit new vocabulary such as fox, pigeon, cockerel and On the farm, on the farm
sparrow. There are twelve different types of animals:
situations. The Teachers Book fully addresses the

Lots of animals, lots to see
5 Look at the pictures. Say which animal is not 40 people, cows, sheep, a fox, pigs, a spider, snails and
in the song.
four different types of birds (pigeons, chickens, a Sheep in the fields with their woolly coats
cockerel and sparrows). Chickens laying eggs, pecking the ground
116 NaTUral scIeNce PrIMarY 3 Teachers book 117
snail pig cow And the farmers dog keeping watch! Woof, woof!
2 Find some invertebrate animals in the
picture.
+ CLOSING ACTIVITIES
LOMCE curriculum through:

sheep dog 098_117_U4_105505_LP.indd 116-117 Ask the pupils to identify the invertebrate animals in 26/09/14 15:23
chicken
the picture. The snails and the spider. Play I Spy with the opening illustration on pages 52
and 53. You can vary the game by telling pupils to ask
52 53
3 Which animals are mammals? Which are you at least three yes-or-no questions before guessing
052_065_U4_2T_105503.indd 52-53 30/07/14 12:12
birds? what the animal or object is. Is it a mammal? Is it a
wild animal? Does it have red and white fur?
PAGE SUMMARY + OPENING ACTIVITIES This should not be difficult for pupils to do, but they
might forget to include humans as mammals. Ask + EXTRA IDEAS
The aim of the unit opener is to develop your pupils If you are using an interactive whiteboard, focus on the pupils if they can name any other mammals and birds
observation skills and find out what they already illustration of the farm, not the questions. Either elicit Use the internet to show pupils the incredible variety
we might see on a farm. Cows, pigs, sheep, dogs,
know about the topic of the unit. Use the picture ideas from the pupils or ask questions while pointing of sheep, pigs and cows around the world. If you
foxes and people are mammals; chickens, cockerels,
careful attention to content, evaluation criteria

to elicit vocabulary related to mammals and birds, to the picture. How many children can you see? Can live in a farming area or a region well known for
pigeons and sparrows are birds
birds.
as well as action verbs to describe what is going on you see any wild animals in the picture? What do livestock, spend some time looking at local livestock
in the scene and adjectives to describe the various you call a baby pig / cow / sheep? Focus on language 4 Who is not behaving properly in the and identifying their characteristics.
characters and elements. Get your pupils to work that describes actions happening in the picture. Elicit or picture?
in groups to complete activities 1-4 and have fun supply laying eggs, milking, suckling, grazing, etc. ANSWERS AT A GLANCE
listening to the song and completing activity 5. Ask the pupils to find someone who is not behaving
whiteboard writing
Alternatively, use the interactive whiteboard writing 1 There are twelve different types of animals:
well. There is a girl feeding a lollipop to a sheep and
tools and ask pupils to come up to the board, mark people, cows, sheep, a fox, pigs, a spider,
someone has left the pen open.
and learning standards

an area of the picture and describe what they can snails and four different types of birds (pigeons,
LANGUAGE
see. Help them to produce full, correct sentences and UNIT 4 Mammals
5 andat birds
Look the pictures. Say which animal is chickens, a cockerel and sparrows).
Question words: who, how many, etc. make a note of new vocabulary.
not in the song.
Prepositions of place: in, on, under, next to, your class
Find the magnifying glass. Give your class the 2 The snails and the spider.
behind, in front of following clues to help them find it: One of the farm Focus the pupils attention on the six photos. Ask them
to read and repeat the words then say which animal is 3 Cows, pigs, sheep, dogs, foxes and people are
Present continuous workers has the magnifying glass. He is looking UNIT INFORMATION
the odd one out. The snail because it is an invertebrate mammals; chickens, cockerels, pigeons and
There is / are after a black and white farm animal. There is a
and it is not a traditional farm animal (although there sparrows are birds.
s pocket
man milking the cows. It is in the mans pocket.. UNIT SUMMARY EVALUATION MATERIAL
Quantifiers: lots of, not many, not much, a few are snail farms).
treatment of the updated key competences in

Vocabulary: mammal, bird, reptile, amphibian, MAIN ACTIVITIES In this unit pupils will continue to develop their 4 double-page
This is followed by three There is a girlspreads
feedingthat
a lollipop to a sheep and These documents can be downloaded from the End-of-unit test: in addition to the Review section
Play the song On the farm (CD1 track 40) and ask someone
fish, farming, snail, pig, cow, sheep, chicken, dog awareness of the world around them by looking at the aim to build on pupils prior studyhasofleft the sheep pen open.
mammals Teachers section of the digital component and at the end of each unit, this summative test can be
pupils to say with animals is not in the song. Play the
Page 53, Unit introduction (CD1 track 39) animal kingdom. In this unit they focus on mammals and birds. Pupils will observe the similarities and printed. used to evaluate pupils progress after studying the
song a second time and encourage pupils to sing along
and birds. They will study domestic mammals and birds differences between the5 two
Thevertebrate
snail is notgroups,
in the song.
as The materials include: unit content.
Read the unit introduction at the top of page 53. (see
top of page 53. (you can use the Song lyrics section on the digital
ADDITIONAL MATERIALS in the context of farming, focusing on the three life well as between species within the same group.
Helpful tips, pages 2023 for reading activities). component to display the song line by line and listen to Unit diagnostic test: provides an overview of Class unit evaluation grid: based on the
processes of nutrition, reproduction and interaction.
Digital flashcards quickly, then
Ask pupils to read the text again quickly, then close the song).The snail is not in the song. The new vocabulary presented in this unit the unit and allows you to assess the pupils prior evaluation criteria and learning standards of the
Digital wordcards pause before
their books. Read the text out loud, pause before key knowledge. unit.
Pupils begin by refreshing what they know about extends pupils knowledge of classification terms
correlation with the learning standards

words, and ask pupils to supply the next word. the animal kingdom, and review the concept of and develops their ability to classify animals in
vertebrate and invertebrate animals. In the story, different ways. They will also improve their skills of
102 NaTUral scIeNce PrIMarY 3 pupils remind themselves of products we obtain observation, deduction and interpretation of visual Teachers book 103 DIGITAL RESOURCES
from farm animals and discover a very important information.
Presentations Poster
invertebrate on the farm worms!
Unit summary: a simple slide presentation with Unit 4 poster Birds focuses on the amazing variety of
098_117_U4_105505_LP.indd 102-103 text, images and audio to review the main ideas of
26/09/14 15:23 birds on the planet.
the unit. It can be used at the beginning of the unit Ask pupils at the end of class to come up to the
EXPERIMENT VALUES AND ATTITUDES to test pupils prior knowledge of the unit content
clearly identified key content and extras sections,

poster individually and tell you something about it
Find out In this unit your pupils will focus on the nutrition, or at the end of the unit as a revision tool. before they line up to leave (before lunch, change
reproduction and interaction of farm animals. Find out: a slide presentation of the units Find of class, etc.).
In the Find out activity on page 62, your pupils will
Throughout the unit, try to encourage pupils to think out page with text, photos and audio. The slide
investigate animal tracks. The activity intends to When you are studying pages 60-61, use the poster
about: presentation is perfect for a heads-up class,
develop their observation and investigation skills while to help you input new vocabulary.
provoking interest in the natural world around them. the importance of domestic animals for humans, showing the steps one by one. Use this tool to
To review pages 60 and 61 show pupils photos of
The final step of the project encourages pupils to work both as farm animals and as pets. get the pupils to predict the next steps (with their
different types of birds similar to the ones in the
books closed) or to focus their attention on each
enabling teachers to focus on minimum content or

together and learn from each other. It also gives them poster. Pupils guess what sort of diet they have by
how domestic animals need to be looked after. step as they carry out the project themselves.
an opportunity to practise their speaking skills. looking at their beaks and say which birds from the
Think about it Activities
The pupils will need: poster are similar.
The Think about it page in this unit develops pupils Memory game: useful activity for reviewing key
access to ICTs or reference books Videos
ability to think responsibly about what is required vocabulary and modelling pronunciation.
UNIT 4 Mammals and birds a pencil to care for a pet correctly. The activities provide an
opportunity to work cooperatively, making the most of
Read and reveal: pupils read sentences about
Use the video links in this unit to present content
in a dynamic, real-life context while reinforcing the
coloured pencils farm animals and guess the missing words, which pupils listening skills.
extend their lessons according to their timetable

pupils experience and common sense.
are revealed by clicking the spaces.
card Teachers
Spelling: pupils drag and drop letters to spell the
Further ideas Digital flashcards and wordcards: the farm,
names of different birds.
Pupils could make a class animal track book using all mammals, birds
Wordsearch: pupils find the names of different
the cards the class produce in the Find out project. Downloadable pdfs: evaluation tests, evaluation
domestic animals hidden in the wordsearch.
grids, templates, useful links and further information.
Pupils could also display their animals tracks around the Song lyrics
CONTENT EVALUATION CRITERIA LEARNING STANDARDS school with a simple description of the animalfor other KEY COMPETENCES PAGES
Listen to the song On the farm and follow the lyrics
classes to guess.
line by line.
full answer key to all the questions and activities in

Livestock farming. Study of the young of Understand the concept and varieties of livestock farming and recognise the Identifies and explains the main characteristics of livestock farming. MST, LIN 5257
certain animals. young of certain animals.
Studies and identifies the young of different animals. MST, LIN 57
Carries out a project and presents a report on livestock farming on paper and/or MST, LIN, LTL, AUT, 57
digitally, collecting information from different sources. DIG
Mammals. Through direct and indirect observation, use scientific criteria to identify and Observes, directly and indirectly, and identifies the basic characteristics of mammals. MST, LIN 58, 59, 62
classify living things as mammals.
Uses ICTs to obtain information to help identify and classify mammals. MST, LTL, DIG 59
the Pupils Book and the Activity Book.

Identifies and describes the life processes of mammals. MST, LIN 58
Birds. Understand the importance of care and respect towards animals. Observes, directly
100 NaTUand
a indirectly,
NaTUral
aTU and identifies
ral scIeNce PrIMarY the 3characteristics of birds. MST, LIN 6062 Teachers book 101
Uses ICTs to obtain information to help identify and classify birds. MST, LTL, DIG 61
Identifies and describes the life processes of birds. MST, LIN 60

098_117_U4_105505_LP.indd 100-101 26/09/14 15:23
Care and respect towards animals. Understand the importance of care and respect towards animals. Shows a positive attitude towards the conservation and care of different animals. MST, SOC 63
First approaches to scientific activity and Obtain relevant information about specific phenomena, make predictions, With help, selects and organises specific and relevant information; analyses it and draws MST, LTL 55, 62
the scientific method. Use of different integrate information from direct and indirect observation and communicate the conclusions; reflects on the experience and the process; presents the results.
information sources (direct and indirect). results.
Use of ICTs. Uses books, libraries, etc. and collaborates in the care and maintenance of all the MST, LTL 57, 59, 62
materials available in the school and the classroom.
Shows autonomy in the planning of activities and tasks and shows initiative in decision LTL, AUT 57, 62
making.
Uses ICTs to help search for information and/or for presenting the results. LTL, DIG 57, 62
First approaches to simple experiments Conjecture as to the results of natural occurrences and of simple experiments With help, carries out simple experiments or investigations, and conjectures as to the MST, LTL, AUT 62
and investigations. and investigations. results.
Individual and group work. Work independently and proactively and develop strategies for working in a Uses strategies to help their own learning and asks for help and information. LTL, AUT 62
group.
First approaches to cooperative learning. SOC, LTL 52, 53, 63
Planning a project and presenting a Carry out a project and present a report. Begins observation, using relevant instruments and consulting written documents and LTL, AUT 57, 62
report. images.
Shows autonomy and proactiveness in the planning of and carrying out of actions. AUT 57, 62
Presents work clearly and in an organised fashion. LIN, LTL, AUT 55, 57, 62
With help, carries out a project and presents a report, using paper and/or digital means, LIN, LTL, AUT, DIG 57, 62
collecting information from different sources and presenting the results orally with the
support of images and short texts.
98 NaTUral scIeNce PrIMarY 3 Teachers book 99
098_117_U4_105505_LP.indd 98-99 26/09/14 15:23
Class audio CD
Included with the Level 3 Teachers Book, the Class
audio CD offers the key recordings for the Pupils
Book in a traditional, easily accessible format. It
can be played on dedicated audio players or on the
computer. It includes:
recordings of the main texts of the content pages
external exam-style recordings for listening skills
practice
quiz answer audio for self-assessment of end-of-
term reviews.
Free access to the complete, unabridged audio
is available through the Digital resources, where
recordings of all Pupils Book reading texts can be
found.
TEACHERS BOOK 5

Course components
Classroom materials
Posters, digital flashcards 5 Reptiles, amphibians and fish
Reptiles are vertebrate
and wordcards animals. Lots of reptiles

walk and run. Some
slither and swim.
4 Birds
Large-scale printed posters are available for added Amphibians live part of their lives in water and
There are thousands of types of birds.
part of their lives on land
land. Some amphibians use
visual support in the classroom. There is one their colours to hide or frighten predators.
poster per unit, with each one providing additional Fish are the biggest
group of vertebrates. Fish
opportunities for vocabulary practice and revision.

live in fresh water or in
the sea. Ostriches are the largest birds Sparrows have short beaks Pelicans have large beaks to
in the world. because they eat seeds. catch lots of fish.
Ediciones Bilinges S. L., 2014 NATURAL SCIENCE PRIMARY 3
In Levels 1 and 2, flashcards are available in printed

106611M_CCNN3_BYME.indd 5 15/09/14 09:49
format, or in digital format from Level 3 upwards. 2 A healthy diet

Hummingbirds are one of Penguins are aquatic birds. Eagles are very good hunters.
the smallest birds.
Wordcards are provided through the digital resources

NATURAL SCIENCE PRIMARY 3
How many different foods can you name from each group?
Ediciones Bilinges S. L., 2014
106611M_CCNN3_BYME.indd 4 15/09/14 09:49
and can be downloaded and printed. Carbohydrates give

Fruit and vegetables
are full of vitamins,
us lots of energy and minerals and fibre.
fibre is good for our
Ideas for using these classroom materials are

digestion.
provided in the Teachers Book. 1 Our skin Dairy products are

made from milk and
are rich in calcium.
Our skin is the organ we use to touch. It can tell us how something
A full-colour poster per unit to illustrate the most feels. Find objects in your classroom which
We need proteinsfeel
and
iron to build muscle
Foods rich in fat help
our brain and nervous
and make us strong.
important topics and vocabulary

system.

106611M_CCNN3_BYME.indd 2 15/09/14 09:48
Full-colour flashcards (available through the digital hot smooth hard
resources)
A large number of wordcards featuring key
cold rough soft
content vocabulary for each unit (available for 106611M_CCNN3_BYME.indd 1

15/09/14 09:48
print through the Digital resources).
Printable resources
Extra printable resources are provided online through
the digital resources. These include:
unit tests
end-of-term and end-of-year tests
evaluation grids
letters to family to help involve parents and carers
in their childrens learning.

Digital resources
Extensive digital resources are provided. Their focus is a
projectable, fully navigable version of the Pupils Book.
This includes a spot-zoom facility to increase ease-
of-use and facilitate navigation in dynamic classroom
moments. It also provides direct access to the entire
course audio as well as the Activity Book, Teachers
Book, interactive digital resources and the printable
classroom materials already mentioned.
Interactive digital resources include:
Slide presentations: Two types are provided:
Step-by-step experiments and projects from the
Pupils Book
Unit review presentations to be used as an
introduction to or revision of key content
Activities: A variety of activities to revise unit
vocabulary and concepts: Definitions, Wordsearch,
Memory games, Classification, Labelling, Spelling,
Read and reveal activities
Posters: Interactive versions of the printed posters
Flashcards: The aforementioned flashcards available
in digital format provide a practical image bank.
Audio: Complete, unabridged audio expanding on
the Class audio CD. Here all the Pupils Book reading
texts can be found. An excellent pronunciation aid and
useful for dictations
Songs: Especially oriented towards younger learners,
however, also available for higher levels for those
teachers whose method is especially dynamic or
musical
Videos: Links to useful videos chosen to highlight and
expand on key topics in a fun and dynamic way.
bilingualbyme.com
The ByME website is home to a wealth of articles,
videos, activities and useful links. It also provides
support for parents, providing tips and ideas on how
to help their childrens learning, as well as including the
songs and chants for listening to at home.
TEACHERS BOOK 7

How to use the Pupils Book
Unit introduction
A large illustration introduces children to
Opening spread the key vocabulary and concepts of the unit
in an entertaining and accessible way. The
Each unit opens with a vibrant double-page spread. These introductory illustrations always feature the Level 3 Natural
pages maximise motivation by showing that pupils prior knowledge Science course characters Alex and Carla on
of key topics is often already considerable. Key content and vocabulary a school field trip.In some units you will also
is introduced though attractive large-scale illustrations, songs and be able to find Ana and Tom, their Social
engaging activities. Dont forget to look for the magnifying glass hidden Science friends, creating a charming visual
somewhere in every opening picture! link between the two subjects.
Activities can Machines

be formulated
A machine is something we use
to make work easier. We can classify
machines as simple machines or
as group complex machines. Simple machines

have few or no moving parts.
1 Find some machines that make
When we put simple machines work easier in the picture.
activities or together we make a complex

machine. All machines use 2 Find two machines we use to
energy, and many complex communicate.
discussions machines need electrical

energy to work.
3 Can you name any tools in the
picture?
to encourage 4 Who is not behaving properly

in the picture?
cooperative
learning. They 5 Look at the pictures. Listen and say which
object is not in the song.
are designed
A song with a
to encourage
related activity
pupils to think
lorry computer hammer
reviews key
for themselves
vocabulary
and draw on scissors phone
from the
their prior trolley
illustration.
knowledge. 122 123
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On the facing page pupils are

introduced to the concept of
Story, external exam practice and project worke organising and presenting their
Page three and four of every unit follows the course characters on a school knowledge in different ways. The
field trip. content is presented in the form of
Alex and Carlas school trip project.
Page three features

A trip to the beach
countryside
a fun but informative
Look, that
story that shows the 1

A
Listen and read.
Carla, come
here quickly! I
can see lots of B
fish is moving
towards that
plant.
Alex and Carlas school trip project
Look at Alex and Carlas project, then answer the questions.
children enjoying an
living things!
Are you sure its Living and non-living things concept map
a plant? I think
it has tentacles...
adventure on their field and a mouth!
trip. A dramatization
Alex and Carla are
of the story can be C

exploring some rockpools...
listened to on the class

CD or on the digital Its
Ahhh!
Thats not
a plant!
eating Youre right,
component. The story the fish! Carla. It looks

like a plant, but
its an animal. Its
activities are designed

a sea anemone.
to reflect the most 2 Look at the story. Write one or two words to
complete the sentences.
1. Alex and Carla are on a trip to the ..... .
common activities
1 Copy the chart. Add another thing from the beach to the
2. Carla and Alex are investigating a rock pool. beach categories animals and man-made things.
Clara can see non-living things: she can see pebbles
sand, rocks and ..... . 2 Carla wants to add the word driftwood to the chart. What
found in external 3. Alex can see lots of living things: he can see
fish, a crab and a ..... . sea anemone
does it mean? Where does it go?
3 Look at the living things in the chart. Write down some
exams. 36
characteristics they have in common.
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Unit development Content pages are richly illustrated
The content pages where pupils build on their prior knowledge through with a careful balance of photography
highly visual content and a wide variety of activities presenting different and age-appropriate illustration, in
levels of cognitive challenge. order to facilitate comprehension
in all learner types and maximise
engagement with the content.
Simple machines
Simple machines have few or no moving parts. We can put

simple machines together and make complex machines. Read A wedge A wheel and axle
about six simple machines and see how we use them in Cutting objects Moving objects from one place to another
everyday objects.
thick end wheel

An inclined plane A pulley
Moving objects up and down different levels Lifting and lowering heavy objects
inclined
load
wheel surface
axle
rope
inclined surface
A lever
Lifting objects
A screw rigid bar fulcrum
Holding things together or lifting objects load

shaft
inclined surface
1 Copy and complete the sentences. Did you know?
a. An ..... is used to move objects up and down different The Ancient Egyptians used 2 Find an example of a pulley in your classroom.
levels. simple machines to build the
Pyramids of Giza. Can you 3 Identify the simple machines that make up a pair of
b. A ..... uses a rigid bar and a ..... to lift objects. scissors.
guess which ones?
c. A pulley uses a ..... and a ..... to lift heavy objects.
4 Would a pulley work without a wheel? Explain your
d. A screw is an ..... around a ..... . ideas. You can draw a diagram to help you.
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Higher order thinking skills are introduced through the use of graded
activities. Activities on the left are revision questions directly related to the
content on the double page, while activities on the right provide greater
challenge, encouraging children to think, investigate and make connections.
Reptiles
Reptiles are vertebrate animals. Turtles, tortoises, lizards,

snakes, crocodiles and alligators are reptiles. Reptiles spend Lizards and snakes Turtles and tortoises
most of their time on land, but some spend part of their time in limbs
shell
water. Reptiles live in all types of habitats, except in extremely scales
cold climates. tail
baby turtle
Main characteristics hatching
Reptiles
Most reptiles are oviparous. They lay their eggs on land. limbs
Reproduction scales
scales
Baby reptiles look like adult reptiles when they hatch. tail
Most reptiles are carnivores. tail
Nutrition
Some are omnivores and eat plants, insects and small animals.
Respiration They breathe with their lungs. Crocodiles and alligators
Most have four limbs, but some have no limbs.

Physical characteristics tail
They have scales that cover and protect their body. scales
Walk, slither and swim
Course
characters
Some reptiles can swim. limbs
Lots of reptiles walk and run. Some slither.
are repeated
1 Write six examples of reptiles in your notebook. Do they all
Did you know?
Snakes swallow their food

3 Find out why reptiles dont live in cold climates. throughout
without chewing it.
have four limbs? Do they all look the same?
2 Write sentences about reptiles using these verbs:

After eating, they
are completely
4 Make a list of aquatic reptiles. You can use the internet
to help you. the unit
inactive to help
breathe, live, eat, lay eggs, cover. 5 Investigate the basilisk lizard. Why is this reptile special?
them digest.
presenting the
key concepts
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visually in order
Did you know and In other words boxes provide pupils with fun to facilitate
snippets of information or explain complex terms with a twist. comprehension.
TEACHERS BOOK 9

Unit conclusion
Each unit closes with four pages in which content is extended and revised.
Find Out and Think about it pages are optional, giving the course added
flexibility. They can be included or left out depending on each teachers
timetable and needs.
Find out
This page extends the content through an accessible, fun experiment,
investigation or project.
Think about it
On the facing page pupils are offered a values-oriented link to the same
content. Here, pupils are also given the opportunity to develop their
presentation skills.
Find Out: Fun projects and simple experiments provide children with
an age appropriate introduction to scientific method (idea, test,
conclusions) from the very beginning. Projects are carefully designed
to be accessible and appropriate for the youngest children and always
use everyday materials. Studio photography including real children of
the same age as the pupils helps them relate to the content.
FIND OUT: Optical illusion THINK ABOUT IT: Visual impairment
Idea: A different way of seeing the world

We can trick our brain Card
A person with visual impairment cannot see very well or
to see things that are Pencil
not real. cannot see at all. People who cannot see at all are blind. Some
Colouring people are born with visual impairment and some people
materials begin to have problems with their sight as they grow older.
Tape There are lots of ways of helping people who cannot see. Look
Test:
at the pictures and explain how these things help people with
Make an optical illusion of a bird in a cage. visual impairment.
audio book
1 2 3 guide dog white cane
Cut out two circles. Draw Stick the circles of card to Spin the pencil and observe
and colour a bird on one the end of the pencil with what happens. What do
and a cage on the other. tape. you see?
braille pedestrian crossing
1 Discuss other ways visually impaired people can enjoy books.

Conclusions
2 Identify changes we can make to computers so that visually
1 Describe what you see when you spin the
impaired people can use them more easily.
pencil?
3 What other things can you see in the street and in public
2 How do you think optical illusions happen?
buildings that help visually impaired people do daily
activities?
3 Investigate other types of optical illusions.
Make a poster to present what you discover.
16 17
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Think about it: Pupils are introduced to values

and ethics in relation to the scientific project.
They are presented with situations designed to
encourage reasoning and an engagement with
their immediate surroundings, in order to develop
their independence and the beginnings of social
and personal responsibility. There are also
further ideas for projects and class presentations.

Look back
Unit revision pages ensure that pupils progression is regularly checked and
reviewed. Each review section is divided into Study Skills and more traditional
review activities, designed to check both learning of content and language.
More traditional review questions check progress

while also offering ample opportunity for language
practice with reading and writing activities.
Study skills: pupils LOOK BACK: Mammals and birds

are introduced
Study skills Review
to a variety of
1 Copy and complete. 1 Which animal is the odd one out? Why?
visual organisers. Mammals Birds a. sparrow / ostrich / pelican / hummingbird b. worm / bat / spider / snail
all viviparous, apart from
The aim is to help Reproduction ..... c. echidna / eagle / chicken / cow d. dog / cat / tiger / sheep
monotremes
can be carnivores, can be carnivores,

2 Describe what you can see in the pictures. Give as much
pupils further Nutrition

herbivores or omnivores
babies drink their
mothers .....
herbivores or omnivores
parents find food for
their babies
information as possible.
A B C
their own learning Respiration ..... breathe with lungs
most have four legs have two feet, two
process. Physical characteristics some have flippers

covered in hair or .....
wings and a .....
covered in .....
2 Make index cards to help you learn about animals. 3 Write a short description of the animal in the picture.
Include the information in the boxes.
Choose animals from this unit or from
nutrition animal group reproduction habitat
other books.
Use the internet to investigate the 4 Work in pairs. Use the words to ask each other questions.
animals.
giraffes
Cut and paste pictures onto your cards. What do
owls
Write simple, clear information about eat?
hippopotamuses
your animals. Use headings. Here are Where do live?
echidnas
some ideas: viviparous?
ostriches
animal group physical characteristics Are fly?
sparrows
nutrition habitat oviparous?
bats
Can breathe?
reproduction wild or domestic chickens
swim?
hummingbirds
How do
Start today! Make cows
index cards
to help you revise
this unit.
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Each unit contains a different dynamic revision activity A final pairwork activity encourages
allowing pupils to build up their own set of revision self-evaluation while also practising
materials and have fun with their classmates at the speaking and listening and language
same time. structures.
TEACHERS BOOK 11

Term pages
Four end-of-term pages provide additional progress-checking opportunities
as well as the opportunity to practise different communicative skills.
The different activities are
conducted following different
Think together
Cooperative Learning structures
Cooperative learning project: A final group project takes these that will provide the optimal
communication and collaboration skills further and gives students the learning experience for the pupil
opportunity to engage with a key theme from a different point of view and guarantee the implication
while having fun at the same time! These cooperative activities are carefully of all team members. Different
adapted to the age group. The group dynamics used are fully described in structures include Round robin,
the Cooperative Learning article. Think-pair-share, Jigsaw, etc.
THINK TOGETHER Scientists and inventors

Before doing Two heads
are better
1 Look at the pictures. What do these people have in Group project than one!
the activities common? What did they discover or invent?
A B C D
teams are
1 Choose one of these inventions.
A B C D
formed by the
Alexander Fleming James Watt Alexander Bell Albert Einstein
teacher. Pupils E F G H
steam engine telephone X-ray printing press
are given roles 2 Describe the invention you have chosen. What do we use
it for? Use some of the sentences from the box.
and explained Johannes Gutenberg Louis Pasteur Wilhelm Rntgen Samuel Morse
The ..... allows us to ..... . It was invented by ..... . It was invented in ..... .
the procedures
3 Describe what life was like before the invention you have
2 Look at the pictures. Say which things you couldnt live chosen was invented.
without.
4 Look for pictures and more information about the
to follow A
B C invention you have chosen. Find out why it is important
for human beings.
according to 5 Make a chart using the pictures and information you have
found. Dont forget to name the inventor and why the
invention is important for human beings. Present your work.
the relevant fridge camera microwave

Checklist
Cooperative D
E F We included the inventor and when the invention was
invented.
Learning We described what life was like before it was invented.
We used pictures.
structure. aeroplane computer light bulb

We used books or the internet to find more information.
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Term review
TERM 3 Review
Team test!
Team
1 Read the quiz and write the answers in your notebook.
test! allows pupils
Science Science to compete
quiz 1 Get into teams. Take it in turns to guess what the other team
A
Quiz follows against their

is talking about.
Team A Team B
a traditional 1
2
How many materials are there in a mixture?
Explain what happens when some metals react with 1 Freezing and melting are examples 1 Our body turns this energy into classmates
of this change. thermal or kinetic energy.
air and water.
question and 3 Which method is best for separating solids and liquids? 2 The Sun produces these types of
energy.
2
3
We use this tool to cut wood.
Twisting and stretching are
while revising
4 Give two examples of thermal, sound and light energy.
This simple machine is good for examples of this change.
answer format
3
5
6
Where do we get crude oil, natural gas and coal from?
List three types of renewable energy.
B
4
lifting and lowering heavy objects.
This is good for separating solids of
4 We use these devices to change
wind energy into electrical energy.
content and
as well as
Explain what simple and complex machines are. different sizes.
practising
7 5 This simple machine is good for
8 Name five simple machines. 5 These devices change sunlight into moving objects from one place to
electrical or thermal energy. another.
9 Which simple machine has a rigid bar and a fulcrum?
offering the 10 What can you see in photos AD?
C
6 We use this tool to turn bolts. 6 We use this method to separate a
solid that is dissolved in a liquid. speaking and
opportunity D listening skills.
for practising
listening skills.
How did you do?
2 Listen and check your answers.
810 points 75 points 04 points
Excellent Good Try again! 3 Write two more sentences and test the other team.
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End pages
Picture dictionary
The book ends with an extensive easy-reference picture dictionary with the
focus on photography to help memory and recognition.
Picture dictionary
Living and non-living things The Animal Kingdom
Living things Vertebrates
Animals are living things
mammals birds reptiles
Plants are living things

amphibians fish
Invertebrates
Arthropods
Fungi, algae and bacteria are living things

insects arachnids myriapods crustaceans
Molluscs
gastropods bivalves cephalopods

Non-living things
Other groups
Cnidarians Annelids Echinoderms

natural man-made
140 141
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Optional Activity Book

The Activity Book is ideal for homework or for increasing the amount of
pupils reading and writing practice. There are also innovative new sections
to encourage family participation and practise the question types found in
the most common external exams.
Find out UNIT 8
at home! Find out at home! Skills check
projects are 1 Investigate different ways you can save energy at home: 1 Read about staying cool and saving energy in the summer.
Choose the correct words and write them on the lines.
1. Read the information about saving energy.
designed to 2. Look around your home and think about different ways
you and your family can save energy.
Example
Open this to let a cool breeze in the house. a window

3. Complete the table below.
encourage In our homes we use a lot of electricity. We use it to provide

Hints
a. You can read a book instead of watching this.
parents
our homes with light, heating, hot water and air
conditioning. We also use electricity to power electrical b. This machine keeps you cool and uses less energy than an air conditioner.
appliances like TVs, fridges and washing machines. But there c. You can eat this for lunch instead of cooking.
or carers
are ways we can use less electricity and save energy. For
example, we can turn off the light when we leave a room or d. Plant one of these for extra shade on hot days.
have a shower instead of a bath.
e. You can wear these instead of shoes to stay cool.
to engage Area which we can save

How we can save energy:
f. This is a place where you can go swimming.
energy in:
with pupils Heating/Cooling
learning
Water
through a fan a window a television a sandwich
simple Lighting
investigative Electrical Appliances
projects to be Other
carried out in a tree sandals the beach a bike
48 49
the home.
Skills check helps pupils to review content while also

offering them extensive practice of the most common activity
and question types found in external language exams.
TEACHERS BOOK 13

How to use the Teachers
pupils book
Book
Preliminary pages
The Teachers Book includes a variety of articles with practical ideas on how
to get the most out of the lesson.
Helpful tips & Classroom management

The section Helpful tips is set out as a reference resource. Here you will find
ideas on setting up reading tasks, maximising the classroom materials, and
keeping your pupils motivated through a variety of activity types.
The Classroom management section provides some general ideas about
managing your class in order to create a productive environment in which all
pupils are able to flourish.
Flashcards and wordcards: flashcards
helpful tips and wordcards are incredibly effective
The following tips are arranged as an activity bank
and will help you to get the most out of the ByME
response to reading pupils organise the content in a personal way. Various
ways of collecting, organising and displaying information
Odd one out: Stick three wordcards or flashcards on the
board (two that are similar and one that is different). Ask
tools if used appropriately. This section
Reading strategies can be explored before, during and
educational materials, add diversity to your classes, and are suggested in each lesson. which is the odd one out. Encourage pupils to name the
offers a wide range of suggestions on

after reading the text to provide pupils with a purpose
maintain your pupils engaged and motivated. card that is different and to tell you why.
for reading and aid comprehension: Journal entries: Pupils ask questions, make observations,
Presenting key content summarise, make connections, and collect, record and Whats missing: Stick 6 to 8 wordcards or flashcards
Making predictions: The teacher asks pupils to look at
interpret information. on the board one by one, naming them as you do so.
ByME science 3 presents content in both textual and the illustrations and photos on the page and scan the text
Then take all the wordcards down and mix them up. Ask
how to make these useful resources work

visual formats. At this level, pupils continue to develop for key words. Then the pupils make predictions about Visual representations: Charts, tables, graphs, diagrams
and drawings. A KWL is a graphic that helps pupils access a volunteer to come out to the front and choose one
their literacy skills. To encourage active participation what they will be reading about.
prior knowledge, establish a purpose for reading and (without showing it to anyone). Place the remaining cards
and develop confidence at this level, teachers are Word meanings: Pupils look through the text to on the board again, encouraging the pupils to name them
recommended to use a variety of reading activities summarise what they have learned (K = what I know, W
find unfamiliar words. These words can be defined by as you do so. Ask the pupils What is missing? Encourage
for you.
to help pupils develop fluency and confidence while = what I want to learn, L= what I learned)
classmates, the teacher or with the use of a dictionary. them to name the wordcards the pupil has in their hand.
reading. There are a variety of activities that can be Concept maps: Provide pupils with a tool to organise
Word meanings in context: The teacher encourages Tap it: Divide the class into two teams. Stick 4 to 6
done before, during and after reading to help pupils get information while brainstorming, classifying, categorising,
pupils to define new words and important vocabulary by wordcards up on the board in reach of the pupils. Call a
the most out of the text. comparing and summarising new learning.
using the text in the sentence around it. pupil from each team to stand in front of the cards. Say
reading Main idea: Pupils look for the sentence(s) that describes Flashcards and wordcards the definition or give a clue about one of the words. The
the main idea of each paragraph. Flashcards and wordcards can be used in endless ways, first pupil to tap the correct card gets a point. Mix the
To encourage active participation and develop fluency
from presenting or consolidating concepts or vocabulary cards up and invite two other pupils to play.
and comprehension skills at this level, teachers are Paraphrasing: Pupils use their own words to retell what
recommended to use a variety of read-aloud activities. they have just read. to providing revision before the end-of-unit tests or at the Games and activities
beginning of a lesson. Here are a number of ideas to help
Read and repeat: The teacher reads a sentence and Summarising: Pupils use key words to describe the main Pupils learn in many different ways. The more experiences
get the most out of these useful resources:
the pupils read and repeat the sentence, focusing on idea of the text. pupils can have around a new topic, the more likely
proper intonation and pronunciation. Slow Reveal: Cover the wordcards or flashcards with a
Organising information: Pupils sort, categorise or they will learn and remember concepts and vocabulary.
sheet of paper (or similar). Take hold of the wordcards or
Choral reading: The teacher and all the pupils read the classify the information from the text. Games offer a wide range of opportunities for pupils to
flashcards and slowly reveal it over the top of the paper.
text aloud in unison to encourage word recognition and engage with and use what they are learning. They are
Cause and Effect: Pupils look for examples of cause Encourage pupils to guess the word.
fluency while building confidence in reading. also a chance to offer movement, a change of focus,
and effect in the text. The cause explains why something Quick flash: Place a group of wordcards or flashcards and disguise language learning. The competitive element
Order reading: The teacher instructs pupils of the order happened. The effect is the description of what happened. inspires pupils to participate and, what could easily be an
Games and activities: more activities

in a pile facing you. Quickly, turn the pile around to face
in which they will read the text. The first pupil reads one the pupils, then turn it back. The pupils say the word they uninspiring list of revision questions or words to define,
Compare and contrast: Pupils take two main concepts
sentence, and then the next pupil reads the following saw. can be transformed into a fun game.
and discuss how they are different and how they are
and so forth without interruption.
similar.
Cloze reading: The teacher reads the text and pauses at
that can be adapted to specific teaching

Making connections: Pupils focus on new vocabulary
key words to have the pupils read the missing word (or
or a new concept and make a connection to their
phrase) in unison.
personal life and experiences or to previous learning.
Small group reading: Pupils are divided into small
Sequence: Pupils discuss or write the sequence of a
groups to read the text. The groups can be heterogeneous
contexts, be it for revision, reinforcement

process or event.
allowing stronger readers to support other group
members; or the groups can be homogeneous so that Drawing conclusions: Pupils use the information they
the teacher can work with the group of readers that already know and the information from the text to draw
needs the most support. conclusions.
Partner reading: Pupils read with a partner. Each pupil

takes turns reading and listening.
Asking questions: Pupils use the information from
the text to ask new questions that require further
investigation.
or extension in a mixed-abilities situation,
Silent reading: Pupils are provided with time to read the
or to occupy fast finishers while the rest

text silently on their own. Writing
Re-reading: Pupils read texts multiple times to promote Science learning gives writing practice an authentic
better understanding of the main concepts, increase context. Incorporating the use of science notebooks
fluency and ensure participation from all pupils. encourages ownership, builds understanding, and helps
20 Natural ScieNce PriMarY 3 teacherS book 21 of the class finish.

001_029_PRELIMINARES_105505.indd 20-21 26/09/14 15:31
Presenting key content: this section addresses the perennial problem of

how to make reading in class dynamic, productive and stimulating.
classroom management
Time
assessment
Formative and summative assessments are essential in

mastered. Some activities can be completed whilst
seated in rows.
listening routine
Use a quick and simple chant to get pupils attention.

Moving desks procedure
Design a seating arrangement that will require the least

management:
any Science class. In order to develop scientific time management amount of moving. Have pupils practise moving their
competences, pupils need to reflect on their work as
well as the work of others. In addition to the printable
tests available in the Digital resources, there are also
Many pupils have limited time for their Science class
each week. This means that the teacher needs to have
all the materials prepared before class and establish
Teacher: 1, 2, 3. Look at me.
Pupil: 1, 2. Im looking at you.
desks quickly, quietly and carefully from rows to groups
and back to rows again. Placing coloured tape on the
floor can be helpful.
suggestions for
evaluation sheets for each unit to help keep track of attention routine
working to a limited
procedures and routines in order to use the time Distributing materials procedure
your pupils progress. These are fully compliant with the
effectively. Opening and closing activities can be
evaluation criteria and learning standards as set out by Sometimes during class, the teacher may need to stop
shortened and lengthened depending on the time Design a procedure for handing out materials. A helper (or
the Spanish curriculum. the pupils in order to give them further instructions.
allotted for Science class. Holidays, excursions and helpers) can be selected every week to help hand them
Many pupils find it difficult to stop working and choose
absent pupils can interfere with the rhythm of the class. out. This role can be used as a reward for good behaviour.
timetable. ByME
classroom management to keep reading, writing, discussing, etc. Using a bell,
If needed, some activities from Analyse and organise,
xylophone or other musical instruments can be useful in
As with all ages, the establishment of clear rules for Fragile world or Revise can be sent home as homework. cleaning up procedure
getting pupils attention, or the teacher can use a quick
behaviour is key to successful classroom management. chant:
Procedures Design a cleaning up procedure for different types of
As the pupils are now older and more mature,
Teachers Books
science projects. Helpers can be useful in this procedure.
Classroom
encourage them to participate in the process of Procedures and routines are essential in class. These Ive got something important to say.
There are many cleaning up songs on YouTube. You can
establishing these rules. You may want to explain to should be introduced gradually throughout the first Put your hands on your (head) and look my way. choose one and play it while pupils clean up.
pupils that, as in society, they have rights and term and practised on a regular basis. Positive
responsibilities in their Science class. reinforcement can help the acquisition of these Pupils are to leave their work and put their hands on
organisation:
Elicit ideas from the pupils about the rights they feel
they should have and the responsibilities they need to
accept so that everyone can share those same rights.
procedures and routines.
Helpful procedures and routines for Science class

their head. The teacher can change the word head for
other parts of the body (e.g. knees, shoulders, etc.). give teachers the
include:
option of focusing
Possible rights and responsibilities include:
provides clear 1. I have the right to share my ideas. I have the

responsibility to listen to the ideas of others.
on key content,
2. I have the right to feel safe sharing my work. I have
rules for behaviour the responsibility to contribute constructive criticism.
3. I have the right to use a variety of resources in my

work. I have the responsibility to take care of those
which the pupils

resources and to use them safely.
classroom organisation
incorporating clearly
marked extras only if
The physical arrangement of the classroom varies
themselves are asked

greatly from school to school and from teacher to
teacher. Often, many different specialist teachers
share one classroom and need to be sensitive to the
needs of their fellow teachers. Depending on the
to help define.
extent of Cooperative Learning it can be important
that pupils are seated in groups of four to six in order
to share ideas and complete projects in pairs or small
time allows.
groups. If the classroom is set up in rows, pupils can
be taught to move their desks quickly and quietly into
groups at the beginning of class. It is a routine that
needs to be practised but one that can easily be
24 Natural ScieNce PriMarY 3 teacherS book 25
001_029_PRELIMINARES_105505.indd 24-25 26/09/14 15:31
Procedures: ways of sequencing a class session, with

suggestions for routines that can be repeated from class to class.

Cooperative Learning
An article on Cooperative Learning (CL) offers an introduction to this
innovative method of teaching. This section complements the end-of-term
Teamwork sections, explaining in simple language how to set up each CL
structure referenced there. Further reading: a brief
bibliography for those who would
cooperative learning like to deepen their knowledge
What is cooperative learning? Effective leadership
Decision-making
When strong students help and work together with
weaker students, they often find gaps in their own think-Write-Pair Share
on CL.
Cooperative Learning (CL) is an educational situation
understanding and fill them in. In teams, students write or draw their own ideas
in which students are required to work together in Trust-building before they pair up to discuss them with a partner.
small groups or teams to support each other in order Students working alone may tend to delay or skip
Communication This allows students to more fully develop their own
to improve their own learning and that of others. their assignments, but when they work as a part of
ideas before sharing.
CL goes beyond merely seating students together; Conflict resolution a team and realise that others are counting on them,
simply telling them they are a group does not mean they will often feel more motivated and do the work Steps for the strategy:
Helping and asking for help in a timely manner.
they will cooperate effectively. For students to behave 1. Students write their ideas.
cooperatively, and to reach their full potential within a Organisation Nevertheless, we should never forget that the benefits
group or team, they will need some essential elements. 2. Students pair up and discuss their ideas with a
Self-esteem and self-confidence of CL are not automatic, and it takes time to work in a
partner.
cooperative way.
What are the basic principles Our students arent born knowing how to behave in a cooperative learning
teammates consult
of cooperative learning? group. We have to teach them, giving them models, cooperative learning structures
(Johnson, Johnson & holubec, 2008) and opportunities to practise these skills. (uNt, 2008) In teams students discuss an answer and nobody
writes it down until all of them come to an
1. Positive interdependence 5. Group processing Once the teacher has determined the objective of the agreement.
because all the elements derived from social Resolving conflicts 2. introduction to reflect on what works and doesnt work in their
lesson, he or she can select a structure that will provide
Students perceive that they need each other in order Developing CL methodology is not easy at first, nor interaction in the classroom depend on these Steps for the strategy: team. If many teams are experiencing the same
the optimal learning experience for the student in a Making shared decisions by negotiating and reaching The teacher introduces new content. This is the moment
to complete the groups task. Every student in a small are the effects immediate. Difficulties within the cooperative skills. problem, spend some time in class on the relevant
cooperative context. Learning structures are available 1. Students put their pencils down in the centre of
a consensus for giving instructions and explaining the why.
group must contribute to the learning of the group, groups, resources and management may arise. That is cooperative skills. Most of the time, however, the
for almost
b. Turning anyinteraction
social learning situation.
into promotive interaction. the table.
and each member needs the others to complete the why formative assessment is needed. This assessment Formulation skills: those needed for a deep 3. Development assessment will show that most teams are working
Teachers should make students reflect on the way they
task. We can enhance positive interdependence by involves both teachers and students. 2. Teammates
understanding of discuss the question.
the concepts All members
the students haveof well.
timed
address pair
their share
group mates: what they mean and how At this stage teamwork comes into action according to
establishing mutual goals which will help each student the team contribute, but all do not have to agree
acquired.
One way of structuring group assessment is by: they sound. the strategies designed by the teacher. Expect initial resistance from students.
to learn and make sure all other team members learn In pairs, students share with a classmate for a on one answer.
Listing at least three member actions that helped the Summarising
(Johnson, Johnson & Holubec, 2008). c. Creating opportunities
predetermined timeforwhile
inter-individual information
the classmate listens.
group be successful (students).
3. When everyone on the team is ready with an
Correcting others and adding information
4. Feedback Further reading
intake
Then(or processing)
they making
switch roles. (Kagan them aware2009)
& Kagan, of their answer, team members pick up their pencils and
2. individual accountability individual accountability. The feedback will provide very useful information to the A BR AMI , P.C. (1995). Classroom connections:
Listing at least one action that could make the group Steps for the Strategy: Scaffolding withanswer.
write the previously seen concepts
teacher, who checks if the contents have been properly Understanding and using cooperative learning. Toronto:
Each students performance is assessed and the results even more successful (students). d. Contemplating group assessment as an instrument
1. Students are paired and work in pairs. Creating
teammemorisation
project strategies acquired. Harcourt Brace.
are given to that student and the rest of the members for cooperative reflection to ensure the improvement
Monitoring the groups and giving feedback on how
of the group (Johnson, Johnson & Holubec, 2008). Checking understanding
Steps for the strategy: JOHNSON, D.W., JOHNSON, R.T. & HOLUBEC, E.J. (2008).
well the groups are working together and the class of 2.
thePresent
cooperative structure.
a problem Teachers should help
to the students. and last but not least
Therefore each member of the group is responsible for students identify their weak and strong points as a Explaining howclearly
the task shouldproject
be doneand amount of Cooperation in the classroom (8th ed.). Edina, New
as a whole (teacher) (Johnson, Johnson, & Holubec, 3. Provide them with a specific amount of time to 1. Teacher explains
completing their part of the work and must develop If youve never used CL, consider starting with small Mexico: Interaction Book Company.
2008). group and take the necessary actions. time teams
a sense of personal responsibility towards him or write their answers. Processing skills: have
thoseto targeted
complete it.
as raising socio- group activities in class. Once youre comfortable with
cognitive awareness to cultivate a more in-depth that, try a team project or assignment, up to a level of K AGAN, S. (1992). Cooperative learning. San Juan
herself and the rest of the group, because individual We need to know the strong and weak points in order to cooperative skillstheir answers with either their
4. Students discus 2. Teacher assigns roles: materials manager,
make the right decisions and develop the methodology understanding.
reporter,For example: captain
timekeeper, CL with which you are comfortable. Capistrano, California: Resources for Teachers, Inc.
performance will affect not only ones own result, but face skills
or shoulder partners. as (Johnson, Johnson,
in the right direction. Cooperative can be classified
also the rest of the members results. Discussing
3. Afterideas
distributing materials, teams work to At the start of the course, explain to students what SLAVIN, R. E. (1990). Cooperative learning: Theory,
& Holubec,
5. Call2008):
on students to share with the class the
complete task. ideas in one conclusion theyll be doing in teams, what procedures youll research, and practice. Englewood Cliffs, New Jersey:
3. Promotive interaction Why cooperative learning? answerskills:
Organisation they have developed
those related towith theirformation
group partners. Integrating different
Prentice-Hall.
follow, and what your expectations are.
and organisation as well as establishing behavioural 4. Teacher
Improving the monitors
answer ofstudents.
other group member
Students promote each others learning by helping, The benefits of using CL are supported by theory and round robin Make team assignments more challenging than SLAVIN, R. E. (1995). Cooperative learning (2nd ed.).
sharing, and encouraging efforts to learn (Johnson, are well established by classroom research. rules. 5. Teams share their project with class. This may be
Verifying and contrasting the work produced with the traditional individual assignments. CL works best Boston: Allyn and Bacon.
Johnson & Holubec, 2008). CL implies face-to-face In teams, students take turns responding orally. done by creating a chart.
There are several reasons why CL works as well as it Encouraging every member to participate instructions given for challenging problems and activities that require
interaction. Students need not only to discuss and agree (Kagan & Kagan, 2009) U NIVERSIT Y OF N ORTH TEX AS (2008). Classroom best
does: Turn-taking higher-level thinking skills. practices: Cooperative learning. Texas: UNT in
but also to produce a piece of work through combined Steps for the strategy: team
theformation
teachers role in cooperative
effort, because Cooperate Learning is not about Students learn more by doing something active than Forming groups quickly with minimum noise A term assessment is essential to find out how partnership with Department of Teacher Education
1. Teacher asks a question.
learning
Teachers should form the teams rather than letting the
working individually and make a cut-and-paste final by simply watching and listening, and CL is by nature students feel about teamwork. Ask the students and Administration.
an active method. Staying in the group students to choose
Teachers shouldtheir own teammates.
reinforce and help the students to
product. 2. Students take turns answering the question.
Cooperation enhances learning. Weak students Managing noise level Oneknow howfundamental
of the to work in a group:
aspects in structuring CL
4. Social abilities activities is the sizeofofthe
thedifferent
groups. Ideally, form teams
working individually tend to give up when they get Respecting other members personal space a. Taking care cooperative skills the
Students need interpersonal skills in order to be stuck, but when working as a part of a team they of 34students
students.will
Pairneed
work to
doesnt
manageusually
in produce
order tothe work
Taking care of materials
successful. Some of them are: keep going. diversity of ideas
together and approaches
effectively common
and efficiently. ThistoisCL. In
essential
Paying attention to the person talking teams of five or more, some students are likely to be
inactive.
26 Natural ScieNce PriMarY 3 Respecting everybodys opinions teacherS book 27
Make the teams heterogeneous in ability level. In
Working out skills: those devoted to completing the
heterogeneous groups, the weaker students learn
tasks and keeping efficient working relationships within
from others, and the stronger students gain a deeper
001_029_PRELIMINARES_105505.indd 26-27 the group. 26/09/14 15:31
understanding of the subject by teaching it to their
Reflecting on more efficient procedures peers.
Guiding task procedures
the cooperative learning session
Introduction to Cooperative
Defining the purpose of the task
There should be four different stages in every CL
Establishing time limits Session:
Expressing approval
1. activation
Learning: a general theoretical

Asking for help
This stage works as a warm-up. It is the moment for
Paraphrasing others ideas eliciting previous knowledge about the topic.
TERM 1
PagEs 4849 Think together: The world around us

28 Natural ScieNce PriMarY 3 teacherS book 29
background on CL, defining its 001_029_PRELIMINARES_105505.indd 28-29 48

THINK TOGETHER The world around us
1 Look at the pictures. What do these things have in

common? What makes them different from each other?
A B C D
Group project
Two heads
are better
than one!
49
2 Look at the pictures. How do we use these
things in our daily lives?
This is a Round robin activity. Focus

This is a Round your pupils
26/09/14 15:31attention
4 Look for pictures and more information about
the thing you have chosen. Find out why it is
important for human beings.
on the six photos at the bottom of page 48. Pupils can

Pupils can look for pictures and more information in
1 Choose one of these living or non-living things.
main principles and benefits.

A B C D
Using the zoom on the interactive whiteboard, show

Using the zoom on the interactive whiteboard, show reference books, higher-level school books or on the
the pupils the first photo. Give each group a sheet of internet.
E F G H
water cow wheat wood
paper and a pencil. You can use the clean side of a
2 Describe the living or non-living thing you have chosen.
Use the words in the box to help you.
piece of paper from the recycling bin. 5 Make a chart using the pictures and the
animal plant meat food material information you have found. Dont forget
2 Look at the pictures. How do we use these things in our
daily lives?
fuel product abundant scarce
Each pupil, in turn, writes down his or her answer as to include the characteristics and why it is
A B C 3 How can we conserve or look after the thing you have
chosen? Can we live without it? the paper and pencil are passed around the group. important for human beings. Present your
work.
4 Look for pictures and more information about the thing you
have chosen. Find out why it is important for human beings. Do the same with the rest of the photos, handing out
5 Make a chart using the pictures and the information you
have found. Dont forget to include the characteristics and a new piece of paper for each photo.
water plants wood
why it is important for human beings. Present your work. This is a Group project activity.
Checklist
D E F
GROUP PROJECT Clearly explain the project the groups are going to
We included a description and its characteristics.
do and the amount of time they have to complete it.
We explained why it is important to human beings.
We used pictures. Assign roles:

chicken sand rocks
Focus your pupils attention on the four photos at the captain (in charge of managing the group and
48 49
top of page 49. Check to see if pupils can identify which assigning the different roles)
048_049_Repaso1_1T_105503.indd 48-49 30/07/14 12:10
photos are living things and which are non-living things, materials manager
before they choose one to continue the project with.
PAGE SUMMARY + OPENING ACTIVITIES spokesperson
2 Describe the living or non-living thing you have
Cooperative Learning structures: specific

On these pages pupils will review living and non- Before doing these activities using different cooperative timekeeper
living things around us and how we use them in our learning structures, you should form the groups. chosen. Use the words in the box to help you. After distributing the materials, ask your pupils to work
daily lives. They will reflect on why it is important to Teachers should form the groups rather than letting the to complete the task.
This is a Thinkwritepair check activity.
conserve living and non-living things and how we pupils choose their own group members. Remember Monitor your pupils.
can do so. The different activities will be carried out to form heterogeneous groups of three or four pupils. Ask your pupils to look at the words in the box. Then,
tell them to describe the living or non-living thing they Ask the groups to share their project with the class.
following different cooperative learning structures, Tell the pupils what they will be doing in their groups,
which will provide the optimal learning experience have chosen using these words and other words they
what procedures they will follow, and what your know.
information on the different group dynamics referenced

for the pupils and guarantee the involvement of all expectations are. If during these activities any team CHECKLIST
the members of the group. is having difficulty, spend some time in class on the Ask your pupils to write their ideas.
Group assessment is essential in cooperative learning
relevant team skills. Once they have finished, ask them to pair up and
to ensure that there is analysis of interactions and
discuss their ideas with a partner.
LANGUAGE promotion of teamwork. Pupils should understand
MAIN ACTIVITIES that how they work together affects the quality and
Question words: what, how, etc. 3 How can we conserve or look after the thing quantity of concepts that they learn and understand.
Making comparisons: Picture A is a living thing, you have chosen? Can we live without it?
1 Look at the pictures. What do these things have
in the lesson plans. Here youll find easy-to-follow

Ask pupils to discuss and reflect on how the group
but Picture C is a non-living thing. in common? What makes them different from This is a Group members consult activity. worked together and identify ideas and actions that
Vocabulary: cactus, cow, grasshopper, litter, each other? helped the group achieve its goals.
Ask your pupils to put their pencils down in the middle
penguin, plants, rocks, sand, tree, water, wheat,
This is a Thinkpair check activity. Focus your pupils of the table. Once they have shared their results, ask them to
wood reflect on how the project could be done better next
attention on the eight photos at the top of page 48. Tell them to read activity 3 and to discuss it. All members
time.
Ask your pupils to look at the photos and think of the team should contribute.
ADDITIONAL MATERIALS Invite your pupils to share their conclusions with the
independently about the questions: what do all of
instructions on how each CL structure is set up.

When everyone in the group has decided on an answer,
class.
Digital flashcards them have in common? How are they different? ask them to pick up their pencils and write their answers.
Digital wordcards Tell them to discuss their answers in pairs. Ensure that
each pupil shares something with their partner.
Then, ask the pairs to share their answers with the rest
of the class.
94 naTuRal sciEncE PRiMaRY 3 TEachERs book 95
092_097_Trim_1er_105505_LP.indd 94-95 26/09/14 13:17
TEACHERS BOOK 15

How to use the Teachers Book
Content maps Key competences:

Each unit and Cooperative Learning section begins with a content map, fully related to each learning standard.
compatible with the LOMCE curriculum, to help the teacher see at a glance LIN: Competence in linguistic
the content, evaluation criteria, learning standards and key competences communication
ahead. MST: Competence in
mathematics, science
Learning standards, evaluation criteria and technology
and content: all key elements of the LOMCE DIG: Digital competence
curriculum are clearly mapped out for each unit. LTL: Competence in learning
to learn
SOC: Competence in
unit 5 reptiles, amphibians and fish social awareness and
citizenship
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES PAGES
AUT: Competence in
autonomous learning
Reptiles. Through direct and indirect observation, use scientific criteria to identify and Observes, directly and indirectly, and identifies the characteristics of reptiles. MST, LIN 6671
classify living things as reptiles.
Uses ICTs to obtain information to help identify and classify reptiles. MST, LTL, DIG 71
Identifies and describes the life processes of reptiles. MST, LIN 70
Amphibians. Through direct and indirect observation, use scientific criteria to identify and Observes, directly and indirectly, and identifies the characteristics of amphibians. MST, LIN 6669,
classify living things as amphibians.
Uses ICTs to obtain information to help identify and classify amphibians.
Identifies and describes the life processes of amphibians.

MST, LTL, DIG
MST, LIN
72, 73
73
72
and personal initiative
CUL: Competence in artistic
Fish. Through direct and indirect observation, use scientific criteria to identify and Observes, directly and indirectly, and identifies the characteristics of fish. MST, LIN 6669,
classify living things as fish. 74, 75
Uses ICTs to obtain information to help identify and classify fish. MST, LTL, DIG 75
Identifies and describes the life processes of fish. MST, LIN 74
Extreme environments.
First approaches to scientific activity and

the scientific method. Use of different
Understand the existence of life in the most extreme environments.
Obtain relevant information about specific phenomena, make predictions,

integrate information from direct and indirect observation and communicate the
Identifies and values living things and their adaptations to extreme environments.
With help, selects and organises specific and relevant information; analyses it and draws
conclusions; reflects on the experience and the process; presents the results.
MST, LIN, SOC
MST, LIN, SOC

77
69, 76, 77 and cultural awareness

Use of ICTs. Uses books, libraries, etc. and collaborates in the care and maintenance of all the MST, LTL 76, 77
Shows autonomy in the planning of activities and tasks and shows initiative in decision LTL, AUT 69, 76, 77
making.
First approaches to simple experiments Conjecture as to the results of natural occurrences and of simple experiments With help, carries out simple experiments or investigations, and conjectures as to the MST, LTL, AUT 69, 76, 77
and investigations. and investigations. results.
Individual and group work. Work independently and proactively and develop strategies for working in a Uses strategies to help their own learning, as well as asking for help and information. LTL, AUT 69, 76, 77
group.
First approaches to cooperative learning. SOC, LTL 66, 67, 77
Planning a project and presenting a Carry out a project and present a report. Begins observation, using relevant instruments and consulting written documents and LTL, AUT 69, 71, 73,
report. images. 76
Presents work clearly and in an organised fashion. LIN, LTL, AUT 76, 77
Page references: indicate

where each learning

standard is covered.
118 natural science PriMarY 3 teachers book 119
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Unit information
Unit summary: Evaluation
an overview of the unit 5 reptiles, amphibians and fish material: a short
lesson, highlighting UNIT INFORMATION description of the
UNIT SUMMARY EVALUATION MATERIAL
the main topics and In this unit pupils will continue to study the animal
kingdom. Your pupils will review the main characteristics
of the three other vertebrate groups: reptiles,
three content pages are set out in a similar way, using
a simple visual organiser to help pupils easily identify
characteristics, similarities and differences between the
These documents can be downloaded from the
Teachers section of the digital component and printed.
The materials include:
End-of-unit test: in addition to the Review section
at the end of each unit, this summative test can be
used to evaluate pupils progress after studying the
evaluation aids
amphibians and fish. They will practise their techniques animal groups. Always encourage your pupils to use unit content.
outcomes, as well as available.

Unit diagnostic test: provides an overview of
of scientific classification and broaden their concept of tables, concept maps, lists and diagrams to organise
the unit and allows you to assess the pupils prior Class unit evaluation grid: based on the evaluation
the incredible variety of animal life on the planet. their work and help them revise.
knowledge. criteria and learning standards of the unit.
Pupils begin by refreshing what they already know The new vocabulary presented in this unit extends
identifying areas that

about animal groups through the opening illustration pupils knowledge of the animal kingdom and provides
and story. This is followed by three double-page them with the necessary language tools to identify and DIGITAL RESOURCES
spreads that look in detail at the nutrition, reproduction classify animals. They will also have the opportunity to Presentations Song lyrics
and physical characteristics of reptiles, amphibians and develop their observation skills and their ability to apply
fish. Like the previous unit on mammals and birds, these their knowledge in different ways. Unit summary: a simple slide presentation with Listen to the song Reptiles, amphibians and fish and
are popular with or

text, images and audio to review the main ideas of follow the lyrics line by line.
the unit. It can be used at the beginning of the unit Poster
to test pupils prior knowledge of the unit content
EXPERIMENT VALUES AND ATTITUDES Unit 5 poster Reptiles, amphibians and fish can be
or at the end of the unit as a revision tool.
used in various ways:
difficult for pupils. Find out In this unit your pupils will discover and learn more Find out: a slide presentation of the units Find
Ask pupils at the end of class to come up to the
about reptiles, amphibians and fish. Although these out page with text, photos and audio. The slide
In the Find out activity on page 76, your pupils will poster individually and tell you something about
vertebrate groups are the main subject matter of the presentation is perfect for a heads-up class,
create a natural habitat out of different materials and the poster before they line up to leave (before
unit, pupils are also reviewing the life processes of living showing the steps one by one. Use this tool to
digital
demonstrate how some animals use camouflage to lunch, change of class, etc.).
things, improving their classification skills and applying get the pupils to predict the next steps (with their
hide.
their knowledge in different contexts. Throughout the books closed) or to focus their attention on each To introduce and review the parts of the body of
The pupils will need: unit, try to encourage pupils to think about: step as they carry out the project themselves. reptiles, amphibians and fish.
paints or felt-tips Activities To review the unit, give pupils clues using the text
resources:
the amazing variety of life on Earth and how we need
to preserve and protect it. on the poster and ask pupils to tell you which group
coloured paper Memory game: useful activity for reviewing key
you are describing without looking in their books.
how living things depend on their natural environment vocabulary and modelling pronunciation.
magazines Videos
Materials: materials
and therefore how important it is for humans to Spelling: pupils drag and drop letters to spell
recycled materials Use the video links in this unit to present content
an index of
preserve these habitats. different reptiles, amphibians and fish.
Further ideas in a dynamic, real-life context while reinforcing the
how the natural world can surprise us and evolve and Classification: pupils drag and drop words into
pupils listening skills.
As a way of exploring camouflage in greater detail, adapt to extreme conditions. a simple classification table relating to reptiles,
required for each

pupils can investigate how humans use camouflage amphibians and fish. Teachers
Think about it
the materials
too. Read and reveal: pupils read sentences about Digital flashcards and wordcards: reptiles,
The Think about it page in this unit develops pupils reptiles, amphibians and fish and guess the missing amphibians, fish
ability to apply their knowledge. Pupils will learn about words, which are revealed by clicking the spaces. Downloadable pdfs: evaluation tests, evaluation
some fascinating animals that have adapted to survive
lesson and reminders

grids, templates, useful links and further information.
in extreme conditions.
and activities
for pupils of materials available through
they should bring the Digital
from home for 118_137_U5_105505_LP.indd 120-121 26/09/14 15:24

resources.
upcoming activities.
Values and attitudes: aims to make the content

Experiment: helps prepare for the science relevant to pupils, helping them to understand how it
project ahead of time. Especially important where affects them directly and why it should matter to them.
experiments require pupils to bring materials.

Lesson plans
Step-by-step lesson
There are step-by-step lesson plans for all units and term sections.
plans: teacher tips
on presenting textual
and graphic content,
and instructions
Visual page unit 5
Pages 6667 reptiles, amphibians and fish

for guiding pupils
reference: a full-
through the activities.
Divide the pupils into small groups to answer the CD1 track 48
Reptiles, amphibians and fish 47 questions at the top of page 67. Then, invite them to Reptiles, amphibians and fish
colour image of the

Fish were the first vertebrates to
share their answers with the whole class.
live on our planet. Over time,
Tadpoles swimming in the pond
66 67
they developed into amphibians.
Amphibians were the first
vertebrates to leave the water
and move onto land. They
1 What different animals can you see in the Reptiles, amphibians and fish
see in the picture?
adaptedwell to life on land and
developed into reptiles.
Dinosaurs were reptiles. They
2 Think of different ways to
classify the animals in the
picture? A carp watching a dragonfly
Pupils Book for the

were the dominant animals on picture.
the planet for millions of years!
3 Find some examples of
In the picture, pupils can see lots of different animals. A lizard lying in the Sun
vertebrates and invertebrates.
4 Who is not behaving properly Provide pupils with time to examine the picture in A snake slithering in the grass
in the picture?
detail and ask questions about the names of the

Reptiles, amphibians and fish [x2]
different animals. See answers at a glance.
5 Listen to the song. Point to the words you hear.
48
teachers reference. carp tadpoles lizard

2 Think of different ways to classify the
animals in the picture.
Draw a ladder with four or five steps. At the bottom,

The most obvious ways of classifying the animals are draw a fishpond. Draw a stick figure at the top of the
as vertebrates and invertebrates, or in animal groups. ladder.
dragonfly salamander
Give pupils ideas of how else we can classify things: Draw lines to spell out an animal from the picture.
snake
animals that live in water, animals that breathe with Pupils put their hands up and say a letter. If they guess
their lungs or with their gills, animals with wings, etc. correctly, write the letter on the corresponding line.
66 67
If they are incorrect, the stick figure goes one step
066_079_U5_2T_105503.indd 66-67 30/07/14 12:13
3 Find some examples of vertebrates and down the ladder, and might end up swimming in the
invertebrates.
+
+ OPENING ACTIVITIES fishpond!
PAGE SUMMARY
Pupils have previously studied the basic differences + EXTRA IDEAS
The aim of the unit opener is to develop pupils If you are using an interactive whiteboard, focus on between vertebrates and invertebrates, and have
observation skills and find out what they already the picture of the school trip to the wetlands, not the studied some examples, so they should be able to Pupils choose one of the animals from the opening
know about some of the topics in the unit. Use the questions. Either elicit ideas or ask questions. What is identify the two types of animals in the picture. There illustration. They find out more information about it
illustration to review vertebrate and invertebrate Alex looking at? How many frogs and toads can you
Lesson information Extra ideas:

are lots of examples of both, but pupils might need to share their findings with the class. Encourage them
animals. Elicit vocabulary related to animals, as well see? Can you name any of the birds in the picture? help with vocabulary. See answers at a glance. to draw a picture of the animal, making it as realistic
as action verbs that describe what is going on in Alternatively, use the interactive whiteboard writing as possible.
the scene and adjectives to describe the various tools and ask pupils to come up to the board, mark 4 Who is not behaving properly in the
characters and elements. Get your pupils to work an area of the picture and describe what they can see. picture?
at a quick glance: activities for

in groups to complete activities 14 and to have fun ANSWERS AT A GLANCE
Help them to produce correct sentences.
listening to the song and completing activity 5. Remind pupils that the children are in a nature reserve. 1 (Vertebrates) fish, carp, snake, tortoise, lizard,
Find the magnifying glass. Give your class the following Ask them to think about these rules: You must stay salamander, toad, frog, bird, heron, kingfisher,
clues to help them find it: Its in the water. Its near on the path; You must not touch the wildlife. The duck, otter; (Invertebrates) insect, ladybird,
a green lizard. It is in some frogs eggs. It is in the
lesson summary, pupils who finish

LANGUAGE girl on the right is touching a frog with a stick; the butterfly, dragonfly, fly, spider.
frogs eggs on the left. boy on the bridge in the yellow top is climbing on the
Question words: where, what, who, which, etc.
railings. 2 See suggestions in the lesson plan. There are
Prepositions: in, on, next to, in front of, behind MAIN ACTIVITIES
lots of ways to classify animals, not just the
Present continuous to describe actions 5 Listen to the song. Point to the words you traditional animal groups.
language focus and the lesson early.

Page 67, Unit introduction (CD1 track 47)
There is / are hear.
Read the unit introduction at the top of page 67. 3 See answers to question 1.
Vocabulary: carp, snake, tortoise, lizard, salamander, Play the song Reptiles, amphibians and fish (CD1 track
toad, frog, tadpole, heron, kingfisher, duck, otter, Pupils can do a Choral reading of the text (see Helpful
tips, pages 2023). Ask pupils to use their own words 48) and ask pupils to point to the words that they hear. 4 The girl on the right is touching a frog with a
insect, ladybird, butterfly, dragonfly, fly, spider
materials to help
to explain what develop means. Then play the song a second time and encourage pupils stick; the boy on the bridge in the yellow top is
to sing along. Carp, tadpole, lizard, dragonfly, snake. climbing on the railings.
You can play the audio of the unit introduction first,
ADDITIONAL MATERIALS with the pupils reading along and then ask one or 5 Carp, tadpole, lizard, dragonfly, snake.
Digital flashcards two pupils to read out loud. This way, pupils will feel
prepare lessons
more self-assured when it comes to pronouncing new
Digital wordcards
words.
ahead of time.
118_137_U5_105505_LP.indd 122-123 26/09/14 15:24
+
Opening and closing activities: each lesson begins and ends with flexible
activities that can be reduced or extended according to time available.
Activity Book solutions & Audio track lists
Activity Book solutions: provided at the end of the unit making the
Teachers Book a one-stop reference for all the materials of each course.
unit 5
activity book answers / audio cD1 track list
UNIT 5 Reptiles, amphibians and fish UNIT 5
1 Classify the different vertebrates. 3 Read the questions about reptiles and tick ( ) the correct answers. Find out at home! Skills check
26 1 How do reptiles breathe? 2 Where do reptiles live?

27 30 1 Investigate a reptile, amphibian or fish:
1. Find information about a reptile, amphibian or fish.

1 Read the text and choose the best answer.
31
a. Through their gills. a. They live in all types of habitats.
2. Stick a photo or draw a picture of the animal in the space below.
b. With their lungs. b. They only live in hot climates. 3. Complete the concept map.
c. Through their moist skin. c. They live in all types of habitats,

shark snake frog monkey carp except in very cold climates.
3 How do reptiles reproduce? 4 How can we classify reptiles?
a. All reptiles are oviparous. a. Theyre all herbivores. Vertebrate group

b. Most baby reptiles are born live. b. Theyre all carnivores.
c. Most reptiles are oviparous. c. Most are carnivores.

parrot giraffe crocodile sparrow salamander
Vertebrates
4 Complete the descriptions of the reptiles.
Mammals Birds Fish Reptiles Amphibians An interesting fact
oviparous carnivores omnivores lungs four limbs scales slither swim Physical
shark characteristics
1. Tom: Hi, Mary. Is this a frog? 4. Tom: Ok, but can I feed it?
scales Mary: a. Yes, I think it. Mary: a. Feeding wild animals can making
Cobras have a long body that is covered with .
b. Yes, thats it. them sick.
They are very good hunters and can very quickly. Name c. Yes, it is. b. Feeding wild animals can make
Cobras are and eat other snakes, birds of animal them sick.
2. Tom: Can I pick it up?
and small mammals. c. To feed wild animals makes them
Mary: a. No. You shouldnt do. sick.
2 Complete the sentences with reptiles, amphibians or fish. Alligators usually live in freshwater. They have four limbs but they Respiration b. No. You shall take it out of the
water. 5. Tom: Then what can we do?
can faster than they can walk. They breathe with
a. Fish can be carnivores, herbivores or omnivores. Reproduction c. No. You shouldnt take it out of Mary: a. We can enjoy them at their natural
their . Alligators are
They breathe through their gills. the water. habitat.
and lay their eggs on land which is near water. Nutrition
3. Tom: You shouldnt touch wild animals or b. We can enjoy them in their natural
b. Baby breathe through their gills.
move them from their homes, should habitat.
Adults breathe with their lungs and through their skin. Tortoises live on land. They have and c. We could enjoy them to their
you?
c. have moist skin. a hard shell. They can hide inside their shell for protection. Most natural habitat.
Mary: a. No, you shouldnt.
d. have scales that protect their body. tortoises are herbivores but some are
b. No, dont do it.
Most have four limbs. and eat both plants and meat. c No, you shouldnt that.
26 27 30 31
UNIT 5
UNIT 5 Audio CD1 track list
5 Read about salamanders and answer the questions. 7 Label the parts of the fish.
28 Salamanders look like lizards, but they are different.

Lizards have scales but salamanders have damp skin. Baby
gi l 29
salamanders live in water and breathe with their gills. t l
Then they grow and change through a process called
metamorphosis. Adult salamanders live on land and in water. TRACK ACTIVITY TRACK ACTIVITY
They breathe with their lungs and through their skin.
a. How are salamanders and lizards different? Lizards have scales but salamanders have damp skin.
47 Pupils Book page 67, Unit 50 Pupils Book page 68, Activity 2
b. Where do baby salamanders live?
introduction
c l
f n
c. Where do adult salamanders live?
d. How do adult salamanders breathe? 8 Write the sentences in the Venn diagram. 51 Pupils Book page 70, Reptiles
6 Look at the photos and complete the life cycle of a frog
with the words in the box.
Their fins help them to move.
They are omnivores.
They are viviparous.
They are oviparous.
They breathe with their gills.
They are carnivores. 48 Pupils Book page 67, Song
front tail tadpoles eggs back Reptiles, amphibians and fish 52 Pupils Book page 72, Amphibians
They are viviparous.
49 Pupils Book page 68, Story: A trip 53 Pupils Book page 74, Fish
to the wetlands
They lose their An adult frog lays hatch from
and leave the water. eggs . the eggs. clown fish sharks
9 Write the correct animal covering on the line.

Which animal covering is for...
a. flying and keeping birds warm? fur or hair

b. keeping mammals warm on land? feathers
They develop legs. They develop legs. scales

c. protecting reptiles and fish?
28 29
118_137_U5_105505_LP.indd 136-137 26/09/14 15:24
Audio tracks: the last page of each unit of the Teachers Book
has a simple to use audio track reference. The audio tracks are also
marked clearly on each page image in the lesson plans.
TEACHERS BOOK 17

How to use the Digital resources
All teachers using ByME Natural Science: have free

access to the ByME Digital resources. Users of the
Pupils Book or Activity Book have access to the
complete books. Module users have individual access to
the specific units they are using of both the Pupils Book
and Activity Book.
The Digital resources are available

both on-line and off-line. Both
versions are accessed with a
specific code that all users will
receive.
The digital component also provides easy navigation between

the Pupils Book and the Activity Book and direct access to
extensive digital resources.
The user has
access to
projectable,
fully-navigable
versions of the
Pupils Book
and the Activity
Book.
Through an innovative, easy-to-use

spot zoom facility, there is ready
access to the complete audio.

The Digital resources include:
extensive interactive activities (see images

below)
accessible unit review and experiment
presentations with integrated audio
all the songs with the lyrics and a karaoke
effect
access to videos which bring key topics to life
interactive versions of the course posters
access to printable resources and a PDF
version of the Teachers Book
Digital activities to practise key vocabulary

vary for each level but include:
Labelling activities
Memory games
Read and reveal activities
Wordsearches
Classification and definition activities
TEACHERS BOOK 19

Helpful tips
The following tips are arranged as an activity bank Response to reading

and will help you to get the most out of the ByME
Reading strategies can be explored before, during and
educational materials, add diversity to your classes, and
after reading the text to provide pupils with a purpose
maintain your pupils engaged and motivated.
for reading and aid comprehension:
Presenting key content Making predictions: The teacher asks pupils to look at
ByME science 3 presents content in both textual and the illustrations and photos on the page and scan the text
visual formats. At this level, pupils continue to develop for key words. Then the pupils make predictions about
their literacy skills. To encourage active participation what they will be reading about.
and develop confidence at this level, teachers are Word meanings: Pupils look through the text to
recommended to use a variety of reading activities find unfamiliar words. These words can be defined by
to help pupils develop fluency and confidence while classmates, the teacher or with the use of a dictionary.
reading. There are a variety of activities that can be
Word meanings in context: The teacher encourages
done before, during and after reading to help pupils get
pupils to define new words and important vocabulary by
the most out of the text.
using the text in the sentence around it.
Reading Main idea: Pupils look for the sentence(s) that describes
To encourage active participation and develop fluency the main idea of each paragraph.
and comprehension skills at this level, teachers are Paraphrasing: Pupils use their own words to retell what
recommended to use a variety of read-aloud activities. they have just read.
Read and repeat: The teacher reads a sentence and Summarising: Pupils use key words to describe the main
the pupils read and repeat the sentence, focusing on idea of the text.
proper intonation and pronunciation.
Organising information: Pupils sort, categorise or
Choral reading: The teacher and all the pupils read the classify the information from the text.
text aloud in unison to encourage word recognition and
Cause and Effect: Pupils look for examples of cause
fluency while building confidence in reading.
and effect in the text. The cause explains why something
Order reading: The teacher instructs pupils of the order happened. The effect is the description of what happened.
in which they will read the text. The first pupil reads one
Compare and contrast: Pupils take two main concepts
sentence, and then the next pupil reads the following
and discuss how they are different and how they are
and so forth without interruption.
similar.
Cloze reading: The teacher reads the text and pauses at
Making connections: Pupils focus on new vocabulary
key words to have the pupils read the missing word (or
or a new concept and make a connection to their
phrase) in unison.
personal life and experiences or to previous learning.
Small group reading: Pupils are divided into small
Sequence: Pupils discuss or write the sequence of a
groups to read the text. The groups can be heterogeneous
process or event.
allowing stronger readers to support other group
members; or the groups can be homogeneous so that Drawing conclusions: Pupils use the information they
the teacher can work with the group of readers that already know and the information from the text to draw
needs the most support. conclusions.
Partner reading: Pupils read with a partner. Each pupil Asking questions: Pupils use the information from
takes turns reading and listening. the text to ask new questions that require further
investigation.
Silent reading: Pupils are provided with time to read the
text silently on their own. Writing
Re-reading: Pupils read texts multiple times to promote Science learning gives writing practice an authentic
better understanding of the main concepts, increase context. Incorporating the use of science notebooks
fluency and ensure participation from all pupils. encourages ownership, builds understanding, and helps

pupils organise the content in a personal way. Various Odd one out: Stick three wordcards or flashcards on the
ways of collecting, organising and displaying information board (two that are similar and one that is different). Ask
are suggested in each lesson. which is the odd one out. Encourage pupils to name the
card that is different and to tell you why.
Journal entries: Pupils ask questions, make observations,
summarise, make connections, and collect, record and Whats missing: Stick 6 to 8 wordcards or flashcards
interpret information. on the board one by one, naming them as you do so.
Visual representations: Charts, tables, graphs, diagrams Then take all the wordcards down and mix them up. Ask
and drawings. A KWL is a graphic that helps pupils access a volunteer to come out to the front and choose one
prior knowledge, establish a purpose for reading and (without showing it to anyone). Place the remaining cards
summarise what they have learned (K = what I know, W on the board again, encouraging the pupils to name them
= what I want to learn, L= what I learned) as you do so. Ask the pupils What is missing? Encourage
them to name the wordcards the pupil has in their hand.
Concept maps: Provide pupils with a tool to organise
information while brainstorming, classifying, categorising, Tap it: Divide the class into two teams. Stick 4 to 6
comparing and summarising new learning. wordcards up on the board in reach of the pupils. Call a
pupil from each team to stand in front of the cards. Say
Flashcards and wordcards the definition or give a clue about one of the words. The
Flashcards and wordcards can be used in endless ways, first pupil to tap the correct card gets a point. Mix the
from presenting or consolidating concepts or vocabulary cards up and invite two other pupils to play.
to providing revision before the end-of-unit tests or at the Games and activities
beginning of a lesson. Here are a number of ideas to help
get the most out of these useful resources: Pupils learn in many different ways. The more experiences
pupils can have around a new topic, the more likely
Slow Reveal: Cover the wordcards or flashcards with a
they will learn and remember concepts and vocabulary.
sheet of paper (or similar). Take hold of the wordcards or
Games offer a wide range of opportunities for pupils to
flashcards and slowly reveal it over the top of the paper.
engage with and use what they are learning. They are
Encourage pupils to guess the word.
also a chance to offer movement, a change of focus,
Quick flash: Place a group of wordcards or flashcards and disguise language learning. The competitive element
in a pile facing you. Quickly, turn the pile around to face inspires pupils to participate and, what could easily be an
the pupils, then turn it back. The pupils say the word they uninspiring list of revision questions or words to define,
saw. can be transformed into a fun game.
TEACHERS BOOK 21

Helpful tips
I-Spy: Use the classroom, the playground, a poster or backs to the board. Write a word or put up a flashcard
the opening illustration for a unit to say I spy with little on the board behind the pupils backs and insist that
eye something beginning with (/k/). Pupils suggest words they do not turn round. (Ensure the class understand the
beginning with that letter to guess your word. word you have written). Encourage the teams to mime
the word on the board to their team member who must
Pictionary: Divide the class into two teams. Start to draw
guess what it is. The team member who guesses first
an item on the board very slowly. In turns, teams have
gains a point for their team. Two new team members
30 seconds to guess what you are drawing. Youll need
then come to the chairs.
a timer! Once pupils are familiar with the game, they can
play in threes. One pupil begins to draw an item from the Noughts and crosses: Draw a noughts and crosses grid
unit or the Picture dictionary. The other two pupils in the on the board and write numbers in each square. Divide
group must guess what it is. The first to guess, becomes the class into two teams and choose one team to be
the drawer. noughts and one team to be crosses. For each number
prepare a question or true false statement. Each team
Picture snap: Pupils draw one item from the unit e.g. takes turns to choose a number. If they answer your
something they have for breakfast, their favourite animal, question correctly, a team member can come up to the
a machine in their kitchen. Pupils must keep their picture board and replace the number with a nought or a cross.
a secret and must not show others. Provide pupils The winning team is the first to get three noughts (or
with the sentence starter you would like them to use crosses) in a line.
e.g. For breakfast I have ; my favourite animal is ;
In my kitchen theres a Pupils must walk around the Bingo: Pupils fold an A5 piece of paper in half, in half
classroom repeating their sentence to as many classmates again, and in half one more time. When they open the
as possible. If they hear somebody say the same item as paper up, they should have a grid with eight squares.
them, they must shout Snap! and show each other their Pupils draw (or write) 8 items from your lesson (food,
picture. Check at the end how many pupils had the same animals, machines, etc.). Draw a grid with eight squares
item as somebody else. on the board. Draw items one at a time in your grid. If
pupils have that same item in their grid, they can cross it
Stand up if: Pupils listen to the statements you make. out. When a pupil has crossed all the items out in their
If they think your statement is true, they stand up. If they grid that are the same as yours, they can shout Bingo!
think it is false, they remain seated. Between statements, Use the other side of the paper to start a new game.
pupils sit down. The game can also be played with
flashcards. Hold up a flashcard and make a true or false Listen and do: Pupils listen carefully to two instructions at
statement about what is on the flashcard. Pupils stand up the same time e.g. Wiggle your hips. Make an angry face;
if it is true. touch something made of wood with your elbow. Scratch
your head. When pupils get good at remembering and
Repeat if true: Pupils listen to your statements. If they following two instructions at a time, increase it to three.
think your statement is true, they repeat it. If they think it
is false, they shake their heads and remain silent.
Chinese whispers: Have pupils stand one behind the

other, in 3 lines of equal numbers. Whisper a sentence to
the pupil at the end of each line at the same time. They
must whisper the sentence to the next person in their
line, who whispers it to the next until it is passed down
all the way to the first person in the line. The pupil at
the front of the line puts up their hand when they think
they know the sentence or runs and circles a flashcard or
wordcard on the board).
Backs to the board: Divide the class in half, into two

teams. Place two chairs at the front of the class, each
chair facing a team. Ask one pupil from each team to
come and sit in the chair, facing their team but with their

Run to the corners: This is best played in the playground questions to give the class a quiz. Read the questions to
or gym. Label the corners of the space you are in with the class and ask them to write their answers on a paper.
different categories. Organise pupils into groups. Give Paraphrase the questions so that the pupils can answer in
names to the different groups (animals, professions, food a few words. They then exchange papers and the quiz is
names). Call out the group name and a vocabulary item. corrected collectively.
The group must run to the correct corner.
Vocabulary storms: As an introductory activity to a new
Hangman (man on a raft): Instead of a hanging man, topic, divide the class into groups and ask them to write
draw a man standing on a raft (ten circles under him on a down as many words as they can that are related to the
rough river or sea). Draw a crocodile or shark in a corner topic that is going to be studied. At the end of the group
of the board. Draw spaces for the letters of a word you activity, invite pupils to share their work with the rest of
want pupils to guess. If pupils guess a letter in the word the class. Encourage the pupils to come to the board and
correctly, write it in the correct space. If the letter does use mind maps to organise the words from their lists.
not appear in the word, write it under the crocodile or
shark, and rub out a circle of the raft. Pupils must guess Scrabble: Have sets of plastic alphabet letters, scrabble
the word before the raft is totally rubbed away (and the letters, and/or letter sets cut up on card. Divide the class
man is eaten by the shark or crocodile!). into small groups. Give each group a set of letters. The
groups spell the word you tell them.
Quiz makers: At the end of a unit ask the pupils to work
with a partner or divide the class into groups and invite Ready, Steady, Spell: Mini-white boards are a great
them to make questions for a quiz about the topic. Tell learning aid! Say a word and have pupils spell it on their
them that they can use the Pupils Book to help them. mini-white board and hold it up to show you. The boards
Remind them that they must also supply the answers also provide an easy opportunity for pupils to practise
to their questions. Take in their papers and use the spelling a word before writing it in their books.
TEACHERS BOOK 23

Classroom management
Assessment mastered. Some activities can be completed whilst

seated in rows.
Formative and summative assessments are essential in
any Science class. In order to develop scientific Time management
competences, pupils need to reflect on their work as
Many pupils have limited time for their Science class
well as the work of others. In addition to the printable
each week. This means that the teacher needs to have
tests available in the Digital resources, there are also
all the materials prepared before class and establish
evaluation sheets for each unit to help keep track of
procedures and routines in order to use the time
your pupils progress. These are fully compliant with the
effectively. Opening and closing activities can be
evaluation criteria and learning standards as set out by
shortened and lengthened depending on the time
the Spanish curriculum.
allotted for Science class. Holidays, excursions and
absent pupils can interfere with the rhythm of the class.
Classroom management
If needed, some activities from Analyse and organise,
As with all ages, the establishment of clear rules for Fragile world or Revise can be sent home as homework.
behaviour is key to successful classroom management.
Procedures
As the pupils are now older and more mature,
encourage them to participate in the process of Procedures and routines are essential in class. These
establishing these rules. You may want to explain to should be introduced gradually throughout the first
pupils that, as in society, they have rights and term and practised on a regular basis. Positive
responsibilities in their Science class. reinforcement can help the acquisition of these
procedures and routines.
Elicit ideas from the pupils about the rights they feel
they should have and the responsibilities they need to Helpful procedures and routines for Science class
accept so that everyone can share those same rights. include:
Possible rights and responsibilities include:
1. I have the right to share my ideas. I have the

responsibility to listen to the ideas of others.
2. I have the right to feel safe sharing my work. I have

the responsibility to contribute constructive criticism.
3. I have the right to use a variety of resources in my

work. I have the responsibility to take care of those
resources and to use them safely.
Classroom organisation
The physical arrangement of the classroom varies

greatly from school to school and from teacher to
teacher. Often, many different specialist teachers
share one classroom and need to be sensitive to the
needs of their fellow teachers. Depending on the
extent of Cooperative Learning it can be important
that pupils are seated in groups of four to six in order
to share ideas and complete projects in pairs or small
groups. If the classroom is set up in rows, pupils can
be taught to move their desks quickly and quietly into
groups at the beginning of class. It is a routine that
needs to be practised but one that can easily be

Listening routine Moving desks procedure
Use a quick and simple chant to get pupils attention. Design a seating arrangement that will require the least
amount of moving. Have pupils practise moving their
Teacher: 1, 2, 3. Look at me. desks quickly, quietly and carefully from rows to groups
Pupil: 1, 2. Im looking at you. and back to rows again. Placing coloured tape on the
floor can be helpful.
Attention routine
Distributing materials procedure
Sometimes during class, the teacher may need to stop
the pupils in order to give them further instructions. Design a procedure for handing out materials. A helper (or
Many pupils find it difficult to stop working and choose helpers) can be selected every week to help hand them
to keep reading, writing, discussing, etc. Using a bell, out. This role can be used as a reward for good behaviour.
xylophone or other musical instruments can be useful in
Cleaning up procedure
getting pupils attention, or the teacher can use a quick
chant:
Design a cleaning up procedure for different types of
science projects. Helpers can be useful in this procedure.
Ive got something important to say.
There are many cleaning up songs on YouTube. You can
Put your hands on your (head) and look my way. choose one and play it while pupils clean up.
Pupils are to leave their work and put their hands on

their head. The teacher can change the word head for
other parts of the body (e.g. knees, shoulders, etc.).
TEACHERS BOOK 25

What is Cooperative Learning? Effective leadership
Cooperative Learning (CL) is an educational situation Decision-making

in which students are required to work together in Trust-building
small groups or teams to support each other in order
to improve their own learning and that of others. Communication
CL goes beyond merely seating students together; Conflict resolution
simply telling them they are a group does not mean
Helping and asking for help
they will cooperate effectively. For students to behave
cooperatively, and to reach their full potential within a Organisation
group or team, they will need some essential elements.
Self-esteem and self-confidence
What are the basic principles Our students arent born knowing how to behave in a
of Cooperative Learning? group. We have to teach them, giving them models,
(Johnson, Johnson & Holubec, 2008) and opportunities to practise these skills.
1. Positive interdependence 5. Group processing
Students perceive that they need each other in order Developing CL methodology is not easy at first, nor
to complete the groups task. Every student in a small are the effects immediate. Difficulties within the
group must contribute to the learning of the group, groups, resources and management may arise. That is
and each member needs the others to complete the why formative assessment is needed. This assessment
task. We can enhance positive interdependence by involves both teachers and students.
establishing mutual goals which will help each student One way of structuring group assessment is by:
to learn and make sure all other team members learn
(Johnson, Johnson & Holubec, 2008). Listing at least three member actions that helped the
group be successful (students).
2. Individual accountability
Listing at least one action that could make the group
Each students performance is assessed and the results even more successful (students).
are given to that student and the rest of the members
Monitoring the groups and giving feedback on how
of the group (Johnson, Johnson & Holubec, 2008).
well the groups are working together and the class
Therefore each member of the group is responsible for
as a whole (teacher) (Johnson, Johnson, & Holubec,
completing their part of the work and must develop
2008).
a sense of personal responsibility towards him or
herself and the rest of the group, because individual We need to know the strong and weak points in order to
performance will affect not only ones own result, but make the right decisions and develop the methodology
also the rest of the members results. in the right direction.
3. Promotive interaction Why Cooperative Learning?

Students promote each others learning by helping, The benefits of using CL are supported by theory and
sharing, and encouraging efforts to learn (Johnson, are well established by classroom research.
Johnson & Holubec, 2008). CL implies face-to-face There are several reasons why CL works as well as it
interaction. Students need not only to discuss and agree does:
but also to produce a piece of work through combined
effort, because Cooperate Learning is not about Students learn more by doing something active than
working individually and make a cut-and-paste final by simply watching and listening, and CL is by nature
product. an active method.
Cooperation enhances learning. Weak students
4. Social abilities
working individually tend to give up when they get
Students need interpersonal skills in order to be stuck, but when working as a part of a team they
successful. Some of them are: keep going.

When strong students help and work together with
Think-Write-Pair Share
weaker students, they often find gaps in their own
understanding and fill them in. In teams, students write or draw their own ideas
before they pair up to discuss them with a partner.
Students working alone may tend to delay or skip
This allows students to more fully develop their own
their assignments, but when they work as a part of
ideas before sharing.
a team and realise that others are counting on them,
they will often feel more motivated and do the work Steps for the strategy:
in a timely manner.
1. Students write their ideas.
Nevertheless, we should never forget that the benefits
2. Students pair up and discuss their ideas with a
of CL are not automatic, and it takes time to work in a
partner.
cooperative way.
Teammates consult
Cooperative Learning structures
In teams students discuss an answer and nobody
(UNT, 2008)
writes it down until all of them come to an
Once the teacher has determined the objective of the agreement.
lesson, he or she can select a structure that will provide
Steps for the strategy:
the optimal learning experience for the student in a
cooperative context. Learning structures are available 1. Students put their pencils down in the centre of
for almost any learning situation. the table.
2. Teammates discuss the question. All members of
Timed pair share
the team contribute, but all do not have to agree
In pairs, students share with a classmate for a on one answer.
predetermined time while the classmate listens. 3. When everyone on the team is ready with an
Then they switch roles. (Kagan & Kagan, 2009) answer, team members pick up their pencils and
Steps for the Strategy: write the answer.
1. Students are paired and work in pairs. Team project
2. Present a problem to the students. Steps for the strategy:
3. Provide them with a specific amount of time to 1. Teacher clearly explains project and amount of
write their answers. time teams have to complete it.
4. Students discus their answers with either their 2. Teacher assigns roles: materials manager,
face or shoulder partners. reporter, timekeeper, captain
5. Call on students to share with the class the 3. After distributing materials, teams work to
complete task.
answer they have developed with their partners.
4. Teacher monitors students.
Round robin
5. Teams share their project with class. This may be
In teams, students take turns responding orally. done by creating a chart.
(Kagan & Kagan, 2009)
Steps for the strategy: The teachers role in Cooperative
1. Teacher asks a question.
Learning
Teachers should reinforce and help the students to
2. Students take turns answering the question.
know how to work in a group:
a. Taking care of the different cooperative skills the
students will need to manage in order to work
together effectively and efficiently. This is essential
TEACHERS BOOK 27

because all the elements derived from social Resolving conflicts

interaction in the classroom depend on these
Making shared decisions by negotiating and reaching
cooperative skills.
a consensus
b. Turning social interaction into promotive interaction.
Formulation skills: those needed for a deep
Teachers should make students reflect on the way they
understanding of the concepts the students have
address their group mates: what they mean and how
acquired.
they sound.
Summarising
c. Creating opportunities for inter-individual information
intake (or processing) making them aware of their Correcting others and adding information
individual accountability. Scaffolding with previously seen concepts
d. Contemplating group assessment as an instrument Creating memorisation strategies
for cooperative reflection to ensure the improvement
of the cooperative structure. Teachers should help Checking understanding
students identify their weak and strong points as a Explaining how the task should be done
group and take the necessary actions.
Processing skills: those targeted as raising socio-
Cooperative skills cognitive awareness to cultivate a more in-depth
understanding. For example:
Cooperative skills can be classified as (Johnson, Johnson,
& Holubec, 2008): Discussing ideas
Organisation skills: those related to group formation Integrating different ideas in one conclusion
and organisation as well as establishing behavioural Improving the answer of other group member
rules.
Verifying and contrasting the work produced with the
Encouraging every member to participate instructions given
Turn-taking
Team formation
Forming groups quickly with minimum noise
Teachers should form the teams rather than letting the
Staying in the group students to choose their own teammates.
Managing noise level One of the fundamental aspects in structuring CL
Respecting other members personal space activities is the size of the groups. Ideally, form teams
of 34 students. Pair work doesnt usually produce the
Taking care of materials
diversity of ideas and approaches common to CL. In
Paying attention to the person talking teams of five or more, some students are likely to be
inactive.
Respecting everybodys opinions
Make the teams heterogeneous in ability level. In
Working out skills: those devoted to completing the
heterogeneous groups, the weaker students learn
tasks and keeping efficient working relationships within
from others, and the stronger students gain a deeper
the group.
understanding of the subject by teaching it to their
Reflecting on more efficient procedures peers.
Guiding task procedures
The Cooperative Learning session
Defining the purpose of the task
There should be four different stages in every CL
Establishing time limits Session:
Expressing approval
1. Activation
Asking for help
This stage works as a warm-up. It is the moment for
Paraphrasing others ideas eliciting previous knowledge about the topic.

2. Introduction to reflect on what works and doesnt work in their
team. If many teams are experiencing the same
The teacher introduces new content. This is the moment
problem, spend some time in class on the relevant
for giving instructions and explaining the why.
cooperative skills. Most of the time, however, the
3. Development assessment will show that most teams are working
well.
At this stage teamwork comes into action according to
the strategies designed by the teacher. Expect initial resistance from students.
4. Feedback Further reading

The feedback will provide very useful information to the A BR AMI , P.C. (1995). Classroom connections:
teacher, who checks if the contents have been properly Understanding and using cooperative learning. Toronto:
acquired. Harcourt Brace.
And last but not least JOHNSON, D.W., JOHNSON, R.T. & HOLUBEC, E.J. (2008).
Cooperation in the classroom (8th ed.). Edina, New
If youve never used CL, consider starting with small Mexico: Interaction Book Company.
group activities in class. Once youre comfortable with
that, try a team project or assignment, up to a level of K AGAN, S. (1992). Cooperative learning. San Juan
CL with which you are comfortable. Capistrano, California: Resources for Teachers, Inc.
At the start of the course, explain to students what SLAVIN, R. E. (1990). Cooperative learning: Theory,
theyll be doing in teams, what procedures youll research, and practice. Englewood Cliffs, New Jersey:
follow, and what your expectations are. Prentice-Hall.
Make team assignments more challenging than SLAVIN, R. E. (1995). Cooperative learning (2nd ed.).
traditional individual assignments. CL works best Boston: Allyn and Bacon.
for challenging problems and activities that require U NIVERSIT Y OF N ORTH TEX AS (2008). Classroom best
higher-level thinking skills. practices: Cooperative learning. Texas: UNT in
A term assessment is essential to find out how partnership with Department of Teacher Education
students feel about teamwork. Ask the students and Administration.
TEACHERS BOOK 29

UNIT 1 The human body
CONTENT EVALUATION CRITERIA
The human body: external characteristics. Know the external parts of the human body.
The human body: internal characteristics. Identify the different body systems and the related organs.
The senses and the sense organs. Understand how our senses work and the organs used to carry them out.
First approaches to scientific activity and Obtain relevant information about specific phenomena, make predictions,
the scientific method. Use of different integrate information from direct and indirect observation and communicate the
Use of ICTs.
First approaches to simple experiments Conjecture as to the results of natural occurrences and of simple experiments
and investigations. and investigations.
Individual and group work. Work independently and proactively and develop strategies for working in a
group.
Planning a project and presenting a Carry out a project and present a report.
report.
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LEARNING STANDARDS KEY COMPETENCES PAGES
Observes, identifies and describes the external parts of the human body. MST, LIN 79
Identifies and describes the different body systems: circulatory system, respiratory MST, LIN 10, 11
system and digestive system.
Identifies and describes the organs involved in the circulatory system, respiratory system MST, LIN 1015
and digestive system.
Starts to understand the role the body systems play in the life processes of human MST, LIN 1015
beings: nutrition, reproduction and interaction.
Explains how the different senses work and which organs they use. MST, LIN 1215
Identifies the role our senses play in the process of interaction. MST, LIN 1215
Identifies some problems related to our senses. MST, LIN 16, 17
With help, selects and organises specific and relevant information; analyses it and draws MST, LTL 9, 16, 17
Uses books, libraries, etc. and collaborates in the care and maintenance of all the MST, LTL 9, 6, 16
making.
With help, carries out simple experiments or investigations, and conjectures as to the MST, LTL, AUT 16
results.
Uses strategies to help their own learning, as well as asking for help and information. LTL, AUT 9, 16, 17
First approaches to cooperative learning. SOC, LTL 7, 17
Begins observation, using relevant instruments and consulting written documents and LTL, AUT 9, 16
images.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 16
With help, carries out a project and presents a report, using paper and/or digital means, LIN, LTL, AUT, DIG 16
TEACHERS BOOK 33
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UNIT INFORMATION
UNIT SUMMARY
In this unit pupils will review and extend their learned. These opening pages are designed to test
knowledge of the human body, looking at different pupils prior knowledge and ease them into the
parts of the body and the five senses. They will subject matter of the unit, provoking interest and
also be introduced to three vital body systems: the participation.
circulatory system, the respiratory system and the
digestive system. They will move on to study body systems and look
at how our sense organs work. This is a new area of
At the beginning of the unit pupils will revise parts study for the pupils and one that requires a high level
of the body and the five senses. This subject area of language and knowledge acquisition. Therefore,
is covered in the opening illustration with the help the aim of this unit should be to introduce pupils
of the course characters, Carla and Alex, who are to the subject matter, focusing on the idea that our
on a school trip to a doctors surgery. The school body is made up of systems that work together like
trip continues in the story and, on their return a complex machine and less on the detail of how the
to school, Alex and Carla carry out a School trip systems work.
project to review all the parts of the body they have
EXPERIMENT VALUES AND ATTITUDES
Find out In this unit your pupils will learn to appreciate how
important our senses are and how people with a
In the Find out activity on page 16, your pupils will
sensory impairment can use special objects or tools to
prepare an optical illusion to test how the brain can be
carry out everyday activities. Throughout the unit, try
tricked into seeing something.
to encourage pupils to think about:
The pupils will need:
how we use our five senses every day and how we
white card would feel if you lost the use of one of them.
a pencil how important it is to look after our bodies, focusing
colouring materials on looking after our eyes and ears.
tape how we should be aware that the people around us

may have a sensory impairment and that we should
Further ideas be sensitive to their needs.
Pupils could find more optical illusions on the internet Think about it
and make posters to display around the school for
other classes to enjoy. The Think about it page in this unit focuses on visual
impairment. The intention of this section is to focus
You could show pupils how cartoons also trick our on how modern day inventions and tools can make
brain into seeing moving images by making simple it easier for people who cannot see well to adapt to
cartoon flip books. everyday life and continue enjoying their autonomy.
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EVALUATION MATERIAL
These documents can be downloaded from the End-of-unit test: in addition to the Review section
Teachers section of the digital component and printed. at the end of each unit, this summative test can be
The materials include: used to evaluate pupils progress after studying the
unit content.
Unit diagnostic test: provides an overview of
the unit and allows you to assess the pupils prior Class unit evaluation grid: based on the evaluation
knowledge. criteria and learning standards of the unit.
DIGITAL RESOURCES
Presentations Song lyrics
Unit summary: a simple slide presentation with Listen to the song Five senses and follow the lyrics
text, images and audio to review the main ideas of line by line.
the unit. It can be used at the beginning of the unit Poster
to test pupils prior knowledge of the unit content Unit 1 poster Our skin focuses on describing texture
or at the end of the unit as a revision tool. and surfaces. You can use the poster in the following
Find out: a slide presentation of the units Find ways:
out page with text, photos and audio. The slide Ask pupils at the end of class to come up to the
presentation is perfect for a heads-up class, poster individually and tell you something about it
showing the steps one by one. Use this tool to before they line up to leave (before lunch, change
of class, etc.).
get the pupils to predict the next steps (with
their books closed) or to focus their attention When you are studying page 15, use the poster to
on each step as they carry out the project help you input new vocabulary.
themselves. To review page 15, ask pupils to choose a texture
on the poster and find an object in the class with
Activities
the same texture.
Memory game: useful activity for reviewing key
Videos
vocabulary and modelling pronunciation.
Use the video links in this unit to present content
Labelling: pupils label a diagram of an eye by in a dynamic, real-life context while reinforcing the
dragging and dropping the names of its parts. pupils listening skills.
Spelling: drag and drop letters to spell different Teachers
parts of the body. Digital flashcards and wordcards: sight, hearing,
Read and reveal: pupils read sentences about smell, taste, touch
body systems and guess the missing words, which Downloadable pdfs: evaluation tests, evaluation
are revealed by clicking the spaces. grids, templates, useful links and further information.
TEACHERS BOOK 35
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UNIT 1
PAGES 67 The human body
The human body 02

The human body is an amazing,
complex machine. It is made
6 7
up of different parts that have
different functions. These parts are
called organs. They work together
1 Name the parts of the body you
so we can breathe, eat food and
can see in the picture.
move blood around our body.
Our eyes, ears, nose, tongue 2 Point to someone who is using
and skin are also organs. They their senses.
help us to interact with
the world around us. 3 Find someone who is taking
care of their body.
4 Who is not behaving properly?
03
5 Listen to the song. Point to the words you hear.
tongue eye nose
skin ear
6 7
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PAGE SUMMARY + OPENING ACTIVITIES

The aim of the unit opener is to develop your pupils If you are using an interactive whiteboard, focus only
observation skills and find out what they already on the illustration of the doctors surgery, not the
know about the topic of the unit. Use the picture to questions. Either elicit ideas (Theres a girl washing
elicit vocabulary related to the human body and the her hands; Carla is checking her height, etc.) or ask
five senses, as well as action verbs that describe what questions indicating each part of the picture: Whats
is going on in the scene and elements to describe Alex doing? What can you see outside the door?
the various characters and objects. Get your pupils Alternatively, use the interactive whiteboard writing
to work in groups to complete activities 14 and tools and ask pupils to come up to the board, mark
to have fun listening to the song and completing an area of the picture and describe what they can see.
activity 5. Help them to produce full, correct sentences.
Find the magnifying glass in the picture. Give your
LANGUAGE class the following clues to help them find it: It is in a
girls pocket. She is playing a game. There is a girl
Question words: who, how many, etc. playing hide and seek by the table. Its in her pocket.
Prepositions of place: in, on, under, next to
There is / are MAIN ACTIVITIES
Vocabulary: heart, lungs, skeleton, joints, bones, Page 7, Unit introduction (CD1 track 02)
five senses, ongue, eye, nose, skin, ear
Read the unit introduction at the top of page 7. Pupils
can do a choral reading of the text (see Helpful tips,
ADDITIONAL MATERIALS pages 2023).
Digital flashcards You can play the audio of the unit introduction first, with
Digital wordcards
the pupils reading along with it, and then ask one or two
pupils to read out loud. This way, pupils will feel more
self-assured when it comes to pronouncing new words.
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Divide the pupils into small groups to answer the CD1 track 03
questions at the top of page 7. Then invite different Five senses, five senses
groups to compare their answers with each other. All together, the world is clear [x2]
1 Name the parts of the body you can see I can smell a pretty rose
in the picture. Smell, smell with my nose
I can hear people talk
Elicit the organs of the five senses. Point out the model
of the human torso on the shelf in the background Hear, hear with my ear
and see if they can name any internal organs. They Cold water on my hands
might know the words brain and heart, which they Feel, feel on my skin
will see again in the story. Open answer.
A tasty lollipop
2 Point to someone who is using their senses. Taste, taste with my tongue.
Things around me, colours and shapes
Tell pupils to find examples of people using their
See, see with my eye.
senses in the picture. Some ideas include Sight: the
boy doing an eye test. Hearing: girl with a stethoscope. Five senses, five senses
Smell: boy smelling a flower. Taste: the girl licking All together, the world is clear [x2]
a lollipop. Touch: the boy touching the other boys
shoulder because he cannot see. + CLOSING ACTIVITIES
3 Find someone who is taking care of their Play the Stand up, sit down game using the song
body. to review the vocabulary of the sense organs. Pupils
stand up and sit down quickly every time they hear
Ask pupils which people in the picture are looking
one of the sense organs.
after their bodies. The girl washing her hands and the
boy doing an eye test. + EXTRA IDEAS
4 Who is not behaving properly? Show images of other animals sense organs,
encourage reactions and discuss why these may have
Ask the pupils which children in the picture are not
developed in such ways (a bats ears, a pigs nose,
behaving well. The boy and girl chasing each other
etc.).
and hiding under the table.
5 Listen to the song. Point to the words ANSWERS AT A GLANCE

you hear. 1 Open answer.
Focus the pupils attention on the five photos. Ask them
2 Some ideas include Sight: the boy doing an
to read and repeat the words. Check for understanding.
eye test. Hearing: the girl with a stethoscope.
Play the song Five senses (CD1 track 03) and ask Smell: the boy smelling a flower. Taste: the girl
pupils to point to the words that they hear. Then play licking a lollipop. Touch: the boy touching the
the song a second time and encourage pupils to sing other boys shoulder because he cannot see.
along (you can use the Song lyrics section on the
digital component to display the song line by line and 3 The girl washing her hands and the boy doing
listen to the song). Nose, ear, skin, tongue, eye. an eye test.
4 The boy and girl chasing each other and hiding

under the table.
5 Nose, ear, skin, tongue, eye.
TEACHERS BOOK 37
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UNIT 1
PAGES 89 A trip to the doctor
A trip to the doctor

countryside
1 Listen and read. Alex and Carlas school trip project
8 A Alex and Carla are learning

about the human body ...
B Here are
the arms.
Look at Alex and Carlas project, then answer the questions.
9
Parts of the body poster
hand
And here
04 Hi Alex and
are the legs.
Carla! Do you Arms and LIMB

Of course! know any parts legs are
We can HEAD
of the body? limbs.
show you.
C D
And these Your heart
are the is inside
knees. your chest.
elbow
TORSO
These are
the elbows.
arm
Elbows The brain

and knees Your brain and the heart
are joints. is inside are organs. hip
your head. knee
leg LIMB
2 Look at the story. Then read the descriptions below

and match them to the pictures.
A
1. This is a lower limb.
B
2. These protect our eyes from dust in the 1 Copy the picture and the words in your notebook. Add four
air. C
more words to the picture.
3. This is a joint. It helps us move our arms. 2 Alex wants to add the word knuckle to the picture. Where can
E we find this joint? Add the word.
4. This is the middle part of our body.
D
5. This is the organ we use to smell. 3 Name the three main sections of the body. Do other animals
have the same main sections?
8 9
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This double-page spread opens with a story in which Play the Five senses song (CD1 track 03) and
your pupils have the opportunity to see Carla and encourage pupils to sing along.
Alex at a particular moment of their school trip to Play Simon Says to review the parts of the body.
the doctors surgery. Carla and Alex are talking (Simon says touch your elbow/knee).
to the doctor and showing their knowledge of parts
of the body. The story is reinforced with an exam Play a memory game with the opening illustration on
style matching activity that is related to the story pages 6 and 7. With their books closed, pupils tell you
and opening double-page spread. On page 9, the details they can remember from the illustration.
pupils can study Carla and Alexs school trip project
MAIN ACTIVITIES
about parts and sections of the body.
1 Listen and read. (CD1 track 04)
LANGUAGE Draw the pupils attention to the story at the top of
Present simple of the verb to be page 8 and explain to them that they are going to
listen to a story about Alex and Carlas trip to a doctors
Vocabulary: arms, legs, knees, elbows, chest,
surgery. Say Lets listen and read. Play the audio.
head, brain, heart, limbs, joints, organs, eyelashes
Ask pupils to look at each of the illustrations and
describe what is happening in each one using their
ADDITIONAL MATERIALS own words. For example, Carla is moving the skeletons
arms; Alex is bending the skeletons elbows.
Digital flashcards
Digital wordcards Divide pupils into groups of three and ask them to
choose a character from the story Alex, Carla or the
Extra classroom materials: magazines for cutting out
doctor. Pupils then read their part of the story aloud in
pictures of people for the school trip project; sticky
notes
their small group. You can invite a group to the front
of the class to act the story out.
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2 Look at the story. Then read the 3 Name the three main sections of the body.
descriptions below and match them to Do other animals have the same main sections?
thepictures.
Use images from the internet or the flashcards from
This activity aims to introduce some new vocabulary, units 4, 5 and 6 to show different animals and identify
reinforce what pupils have learned in the story and their body parts. If you are using an interactive
refresh concepts studied in previous levels. Give pupils whiteboard, ask for volunteers to come up to the
clues to help them: We use this part of our body board and label the parts of the body on the animals.
for moving, walking, running, kicking, etc. 1B Lots of different types of animals have a head, a torso
(leg), 2D (eyelashes), 3E (elbow), 4A (torso), 5C and limbs.
(nose).
SCHOOL TRIP PROJECT
Review vocabulary and spelling of parts of the body.
Before the pupils open their books, elicit the different
Divide the pupils into small groups. Hand out sticky
parts of the body included in the photo on page 9
notes and ask the pupils to choose one member of the
using your body as a model. Ask a volunteer to come
group to be a model. The rest of the group label their
to the board and draw a head. Ask another volunteer
classmate with the parts of the body written on sticky
to draw a simple torso. Finally ask a volunteer to draw
notes.
limbs.
Explain to the pupils that following their trip to the + EXTRA IDEAS
doctors surgery, Alex and Carla have done a project
Pupils find pictures of different animals at home and
to summarise what they have learned about parts of
make a display. They label the body parts they can see.
the body.
Tell pupils to look at the photo on page 9 and ask for
ANSWERS AT A GLANCE
volunteers to read the words.
Page 8
1 Copy the picture and the words in your
2 1B (leg), 2D (eyelashes), 3E (elbow),
notebook. Add four more words to the picture. 4A (torso), 5C (nose).
Tell the pupils to copy the picture and words from the
Page 9
book and add at least four more words, then share
their ideas with a partner. You could prepare an outline 1 Open answer.
drawing of a body for the pupils or they could cut out
pictures from magazines. Encourage peer correction 2 We can find this joint in our hands.
of spelling if appropriate. Open answer.
3 Lots of different types of animals have a head, a
2 Alex wants to add the word knuckle to the torso and limbs.
picture. Where can we find this joint? Add the
word.
This will be a new word for pupils. Knock on the board

and ask them to do the same on their tables. Elicit
the idea that we are using our knuckles to make the
noise. Drill pronunciation. Point out the silent k and
ask if they can think of another part of the body with
a silent k (knee). Ask them to add the new word to
their picture. We can find this joint in our hands.
TEACHERS BOOK 39
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UNIT 1
PAGES 1011 Body systems
05 Body systems
Our body is like a complex machine. It has lots of parts that Respiratory system
10 11
work together. The most important parts are called organs and
they form body systems. We are going to look at three body The respiratory system is a group of organs
systems: the circulatory system, the respiratory system and that work together to help us breathe. nose
the digestive system. We breathe in air through our nose and
mouth.
Circulatory system The air goes down into our lungs. mouth
06 The circulatory system moves blood through the heart and

around the body in the arteries and veins. Blood gives our
Oxygen is passed to the circulatory 07
system, where it moves around our body.
body nutrients and oxygen.
atriums We breathe in oxygen and breathe out lungs
carbon dioxide.
arteries Digestive system

ventricles
The digestive system is a group of organs
that work together to help us digest food. mouth
08
We take in food through our mouth.
The heart is divided into four
veins parts: the left and right It passes down into our stomach and
atriums and the left and intestine.
right ventricles.
The intestine separates the nutrients from
stomach
the waste and expels the waste from our
body.
heart
Did you know? The nutrients are passed to the circulatory
system, where they move around the body. intestine
If you put an adults circulatory
system in a straight line, it
would be almost 100 000 km
long. It
1 Name the organs that form the circulatory, respiratory could go
and digestive systems. 2.5 times 3 Think of three things that are bad for our respiratory system.
around
2 Explain how each body system works. Draw diagrams the Earth! 4 Our intestine is divided into two parts: the large intestine
2.5
to help you. and the small intestine. Find out how long they are.
10 11

This double-page spread introduces pupils to three If you are using an interactive whiteboard, click
body systems: the circulatory system, the respiratory on the opening text on page 10 and highlight the
system and the digestive system. There is a lot of first sentence, Our body is like a complex machine.
new vocabulary and concepts on this double page. Alternatively, ask pupils to open their books on
Do not expect pupils at this stage to absorb all of the page 10 and point to the first sentence. Write the
information; the main learning aim is to understand word machine on the board and ask for examples of
how internal organs work together to carry out vital machines, e.g. car, robot. Write them on the board.
functions and how each organ has a particular role. Elicit ideas of why the human body is like a machine.
(It can do lots of different things, we move, run, talk,
it has lots of parts). Explain that they are going to learn
LANGUAGE about three body systems that help our bodies work
Questions words: where, what, why, etc. like machines; The circulatory system, the respiratory
system and the digestive system.
Vocabulary: circulatory system, respiratory
system, digestive system, heart, arteries, veins, MAIN ACTIVITIES
nutrients, oxygen, atriums, ventricles, lungs,
carbon dioxide, stomach, intestine, breathe in, Page 10, Body systems (CD1 track 05)
breathe out, digest, expel, separate
Read the introduction text with the class. Model the
pronunciation of circulatory, respiratory, and digestive.
ADDITIONAL MATERIALS Ask pupils to look at the illustrations on pages 10 and
11 and predict in pairs what the three systems do.
Digital flashcards
Moves blood around our body, helps us breathe, helps
Digital wordcards us eat.
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Page 10, Circulatory system (CD1 track 06) 3 Think of three things that are bad for our
Before you read the text, ask pupils to look at the two
respiratory system.
illustrations and examine the heart, the arteries and Use this activity to encourage pupils to think about
the veins and describe them. Veins are / look blue, how important it is for us to take care of our bodies.
arteries are / look red, our heart is made up of two They can work in small groups or it can be done as
parts, etc. This is a good moment to draw the pupils a class brainstorming activity on the board. Pollution,
attention to the Did you know? box. illnesses such as colds and flu, smoke, pollen, etc.
Read the text on page 10 and check understanding.
What moves through the heart and in the veins 4 Our intestine is divided into two parts: the
and arteries? What does blood give our bodies? large intestine and the small intestine. Find out
how long they are.
Page 11, Respiratory system (CD1 track 07)
This activity can be done at home with the help of
Before you read the text, ask pupils to look at the parents or in small study groups on a computer or in
illustration. Read out the labels and get the pupils to the library. Large intestine about 1.5 m. Small intestine
point to their nose, their mouth and their chest area about 6.7 m.
as you say the words.
Read the text on page 11 and check understanding.
You can ask direct questions or ask pupils to finish Test the pupils on a few basic concepts from pages 10
your sentences in chorus. The respiratory system and 11 using error correction. Ask pupils to correct
helps us ... ; we breathe in oxygen and we breathe your mistakes. The circulatory system moves water
out... . around our bodies. We breathe in through our
nose and stomachs. We take in food through our
Page 11, Digestive system (CD1 track 08)
ears. You can make the incorrect words comical.
Before you read the text, ask pupils to look at the
+ EXTRA IDEAS
illustration. Read out the labels and drill pronunciation.
Ask them to point to their mouth and the area of their Play Odd one out with the body systems. Say the
stomach and intestine. odd one out: blood, veins, mouth; mouth, stomach,
Read the text on page 11 and check understanding. lungs,etc.
What does the digestive system help us do? Food
goes through our mouth and passes down into
ANSWERS AT A GLANCE
our... ; The intestine separates the nutrients from
the ... . 1 Circulatory system: heart. Respiratory system:
nose, mouth, lungs. Digestive system: mouth,
1 Name the organs that form the circulatory, stomach, intestine.
respiratory and digestive systems.
2 Open answer.
Encourage pupils to write their answers in a clear list
or table to help them revise later. Circulatory system: 3 Pollution, illnesses such as colds and flu, smoke,
heart. Respiratory system: nose, mouth, lungs. pollen, etc.
Digestive system: mouth, stomach, intestine.
4 Large intestine about 1.5m. Small intestine
2 Explain how each body system works. about 6.7m.
Draw diagrams to help you.
Encourage pupils to draw very simple diagrams in

their notebooks. In pairs, ask them to explain in their
own words how each system works. Open answer.
TEACHERS BOOK 41
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UNIT 1
PAGES 1213 Sight and hearing
09 Sight and hearing
Our eyes and ears are organs How our eyes and ears work
12 Our senses tell us about the world around us. They allow us to
interact with our environment. Read the information and look
at the pictures to find out more about sight and hearing.
Our brain is the control centre of our body. It reads signals
from our eyes and ears and tells us what we can see and hear. 13
How do we see things?
Sight 4
1 The brain reads the
eyebrow Light reflects off an
Our eyes are the organs of sight. We can see object and enters the signals and tells us what
10
eyelid
different shapes, sizes and colours. eye through the pupil. we can see.
The pupils are black but the iris can be

different colours. 2
The light goes through 3
Our eyes are very delicate and are protected by the lens and makes an The retina sends the
the eyebrows, eyelashes and eyelids. These image on the retina at information to the
stop sweat and dust getting into our eyes. iris eyelashes the back of the eye. The brain.
pupil
image is upside down.
outer ear middle ear inner ear How do we hear things?

Hearing
1 4
The brain reads the
11 Our ears are the organs of hearing. We can Sound waves enter
signals and tells us what
hear loud sounds and quiet sounds. through the outer ear.
canal
we can hear.
Our ears have three parts: the outer ear, the
middle ear and the inner ear.
Our ears are very delicate. Earwax is a sticky 3

substance inside our ear canal. It protects our 2 This makes the liquid in
eardrum
The waves hit the the inner ear move and
ears from dirt and infection.
earwax eardrum in the middle send signals to the brain.
ear and make it vibrate.
1 What colour are the pupils? And the iris? 3 What does Earwax do? 5 In pairs, look at each others eyes and identify the
different external parts of the eye.
2 Name the parts of the eye that protect it. 4 Name the control centre of the body.
What does it do? 6 What can we do to look after our eyes and ears?
12 13
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On this double-page spread pupils revise the senses Ask pupils to work in pairs or groups and brainstorm
of sight and hearing. This subject matter will be the human organs they know so far. Encourage them
familiar to them by now. The different parts of the to think about body systems and the sense organs,
eye and the ear, however, will be new vocabulary and which they have studied previously in the unit. Ask for
should be the focus of this page. Page 13 introduces volunteers to share their ideas and spell the words out
the pupils to a detailed explanation of how our eyes loud. Add them to the board and correct spelling as a
and ears work. Depending on the level of your class, group if necessary.
this can be done in greater or lesser detail. The Tell pupils to close their eyes and describe what they
important learning aim is to provoke interest in how see. Nothing, red, patterns, etc. Ask them to explain
amazing the processes of sight and hearing are. how we close our eyes and elicit the word eyelid.
You can explain the meaning of the word lid in other
contexts. A lid on a box closes the box.
LANGUAGE
Write the word eyelid on the board and ask them to
Questions words: where, what, why, etc. think of two other parts of the eye that start with the
Sequence words: then, next, after that, etc. word eye. You can write the next letter to help them
Vocabulary: sight, pupil, iris, lens, retina, or point. Eyelashes, eyebrow.
eyebrow, eyelid, eyelashes, sweat, dust, hearing,
outerer, middlear, inner ear, eardrum, earwax; MAIN ACTIVITIES
interact, protect, reflect, vibrate; sticky
Page 12, Our eyes and ears are organs (CD1 track 09)
Ask pupils to open their books on page 12 and read

ADDITIONAL MATERIALS the introduction text. Brainstorm what we can see
Digital flashcards and hear. Shapes, colours, sizes, loud sounds, quiet
sounds, etc.
Digital wordcards
032_051_U1_105505_LP.indd 42 26/09/14 12:06

Page 12, Sight (CD1 track 10) details of how the eye and ear works is complex so
use the illustrations and text boxes to provoke interest
Before you read, draw three columns on the board: What in the process, rather than focusing on the details.
we can see; Parts of the eye; Protection. Give pupils time
to read quietly and think about words for each column. 4 Name the control centre of the body.
Add their suggestions to the board. Read the text What does it do?
again as a group (see Helpful tips, pages 20-23) and
Ask pupils to write a full sentence in their notebooks.
check pronunciation of the main parts of the eye.
You can give them the key words to help them. The
1 What colour are the pupils? And the iris? brain is the control centre of the body. It reads signals.
Start the sentences on the board and ask pupils to 6 What can we do to look after our eyes
complete them in their notebooks. Ask them to add and ears?
what colour their iris are. Pupils are black and irises
can be different colours. My irises are (blue). Pupils can work in small groups or answer the
question at home with the help of their parents. Wear
2 Name the parts of the eye that protect it. sunglasses, glasses, visit the doctor, wear ear plugs
when swimming etc.
Ask the pupils to close their books, draw a picture of
an eye and label the parts that protect it from sweat + CLOSING ACTIVITIES
and dust. When they have finished, ask them to open
their books and check their spelling. Eyebrow, eyelid, Play the Alphabet game to list things we can see in the
eyelashes. classroom. Pupils have to suggest something for each
letter of the alphabet (objects, colours, sizes).
5 In pairs, look at each others eyes and
identify the different external parts of the eye. + EXTRA IDEAS
This activity is a combination of activities 1 and 2 but Use the internet to show pupils the amazing array of
interactive. Allow pupils time to really examine each eye colours. Carry out a class survey to see which is
others eyes and look at the way the pupil changes the most common eye colour in the class.
size. Pupils identify the eyelid, eyebrow, iris, pupil and
eyelashes. ANSWERS AT A GLANCE
Page 12, Hearing (CD1 track 11) 1 Pupils are black and irises can be different
colours.
Draw the three columns on the board again for the
hearing text: What we can hear; Parts of the ear; 2 Eyebrow, eyelid, eyelashes.
Protection. Give pupils time to read quietly and think
about words for each column. 3 Earwax protects our ears from dirt and infection.
Add their suggestions to the board. Read the text 4 The brain is the control centre of the body. It
again as a group (see Helpful tips, pages 20-23). reads signals.
3 What does earwax do?
5 Pupils identify the eyelid, eyebrow, iris, pupil
Pupils answer the question in their notebooks. Earwax and eyelashes.
protects our ears from dirt and infection.
6 Wear sunglasses, glasses, visit the doctor, wear ear
Page 13, How our eyes and ears work plugs when swimming, etc.
Draw a picture of a brain, an eye and an ear on the

board. Say We see and hear things because our
eyes and ears send signals to our brain. Draw
movement lines to illustrate this. At this age, the
TEACHERS BOOK 43
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UNIT 1
PAGES 1415 Smell, taste and touch
Smell, taste and touch
Our nose and tongue work together Our skin
14 Smell brain Touch

15
Our nose is the organ we use Our skin is the organ we use to touch.
to smell.
Our body is covered in skin. It is the largest
12 Air enters the nose through the

nostrils.
olfactory nerve organ in the human body.
Our skin can tell us if something feels soft or

14
The olfactory nerve sends hard, hot or cold, rough or smooth.
information to our brain which
Sensory nerves send this information to our
tells us what we can smell.
brain.
We can smell about 10 000
different odours.
nostrils
nerves sensory nerve

Taste
tongue
Our tongue is the organ we
13 use to taste.
Our tongue is covered in taste

hot smooth hard
taste buds
buds. These identify different
tastes. bitter
Nerves send information about sour

the different tastes to our brain.
Certain parts of our
We can identify four basic tongue are more cold rough soft
tastes: sweet, salty, bitter and sensitive to tastes than salty
sour. other parts.
sweet Link it up
Which other living things have

4 Explain why touch is such an an important sense. Do you different senses like we do?
think taste and smell are as important?
1 What does the olfactory nerve do? 3 Draw a diagram of the tongue and four
foods that taste sweet, sour, salty and 5 Make a list of rough and smooth objects.
2 Honey is sweet. Point to where we taste bitter. Match the foods to the tongue.
sweet things. 6 Discuss why the skin on our fingertips is so sensitive.
14 15
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On this double-page spread the pupils revise the Bring in some perfume or air freshener and spray it
senses of smell, taste and touch. This subject matter before the class starts. Ask pupils what it smells like.
will be familiar to them by now. The main learning Write their ideas on the board.
aim is to further their knowledge of how we smell, Put pupils in small groups and ask them which smells
taste and touch and which organs and parts of the they like and dislike. They can draw pictures to illustrate
body work together to do so. It is probably the first their ideas.
time they will reflect on how taste and smell are
connected. Bring in objects to do a smell test or taste test. You can
either tell pupils to categorise the smells and tastes as
good or bad, or blindfold pupils and tell them to guess
LANGUAGE what they are smelling or tasting. Try to elicit some of the
key vocabulary from the texts: salty, sweet , bitter, sour.
Vocabulary: nostrils, olfactory nerve, odour, taste
buds, skin, sensory nerve; sweet, salty, bitter, sour, Pass around different objects or substances and ask pupils
hot, cold smooth, rough, hard, soft to think of words to describe how they feel; soft, hard,
smooth, rough, hot, cold. Alternatively, put objects in a
bag and ask volunteers to feel one of the objects without
ADDITIONAL MATERIALS looking, guess what it is and describe how it feels.
Digital flashcards MAIN ACTIVITIES

Digital wordcards
Page 14, Our nose and tongue work together
Unit 1 poster
Smell (CD1 track 12); Taste (CD1 track 13)
Ask the pupils to look and listen to you and keep their
books closed. Read out the texts about the senses of
smell and taste or play the audio. As you read or listen,
point to the parts of the body as they are mentioned
to help the pupils understand the vocabulary.
032_051_U1_105505_LP.indd 44 26/09/14 12:06

Tell pupils to open their books on page 14 and read 5 Make a list of rough and smooth objects.
the texts as a group. You can use the Read and repeat
activity (See Helpful tips, pages 20-23). Pupils can work in small groups. You can make
classroom posters to display their ideas. Open answer.
1 What does the olfactory nerve do?
6 Discuss why the skin on our fingertips is so
If you are using an interactive whiteboard, ask pupils sensitive.
to close their books and zoom in on the illustration.
Ask pupils to complete the sentence: The olfactory Encourage pupils to close their eyes and touch things
nerve sends to our . You can write the with their fingertips and then with the back of their
sentence on the board and ask for volunteers to spell hands to see how different the sensation is. We can
the words information and brain. They can copy the explore and identify (very small) objects. It warns us
sentence in their notebooks. The olfactory nerve sends about dangers.
information to our brain.
2 Honey is sweet. Point to where we taste
Play Memory with wordcards of key vocabulary from
sweet things.
pages 12-15. (See pages 20-23 for instructions of
Ask pupils to point to their tongue. Ask them to how to play and for more wordcard games.)
examine the illustration and point to the part of the
+ EXTRA IDEAS
tongue we use to taste sweet things. Pupils point to
the tip of their tongue. Draw the pupils attention to the word odours.
AskCan you think of words to describe odours?
3 Draw a diagram of the tongue and four Sweet, strong, nice, disgusting, fruity, etc. Test them
foods that taste sweet, sour, salty and bitter. with different objects.
Match the foods to the tongue.
To prove how our nose and tongue work together, do
Encourage pupils to think of different foods or they a taste test. Ask pupils to hold their noses to begin
can add the examples used in class from the opening with, then let go. What do they notice? Have they
activities. Open answer. ever done this with food they dont like?
Page 15, Touch (CD1 track 14)

ANSWERS AT A GLANCE
Ask pupils to open their books on page 15. You can
1 The olfactory nerve sends signals to our brain.
play the audio and encourage the pupils to read along
in their books or use one of the reading activities on 2 Pupils point to the tip of their tongue.
page 20.
Provide pupils with time to look at the photos on page 3 Open answer.
15. Ask pupils to find examples of objects with these
4 Our sense of touch protects us from danger.
properties in the classroom.
4 Explain why touch is such an important 5 Open answer.

sense. Do you think taste and smell are as
6 We can explore and identify (very small) objects.
important?
It warns us about dangers.
Encourage pupils to think about how our sense of
touch protects us from danger. We feel hot things. We
feel pain. Put the pupils into small groups to discuss
the second half of the question. If they had to live
without one, which one would they miss more and
why? Our sense of touch protects us from danger.
TEACHERS BOOK 45
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UNIT 1
PAGES 1617 Find out / Think about it
FIND OUT: Optical illusion THINK ABOUT IT: Visual impairment
Idea: A different way of seeing the world
16 We can trick our brain

to see things that are
not real.
Card
Pencil
A person with visual impairment cannot see very well or
cannot see at all. People who cannot see at all are blind. Some
17
Colouring people are born with visual impairment and some people
materials begin to have problems with their sight as they grow older.
Tape There are lots of ways of helping people who cannot see. Look
Test:
at the pictures and explain how these things help people with
Make an optical illusion of a bird in a cage. visual impairment.
audio book
1 2 3 guide dog white cane
Cut out two circles. Draw Stick the circles of card to Spin the pencil and observe
and colour a bird on one the end of the pencil with what happens. What do
and a cage on the other. tape. you see?
braille pedestrian crossing
1 Discuss other ways visually impaired people can enjoy books.

Conclusions
2 Identify changes we can make to computers so that visually
1 Describe what you see when you spin the
impaired people can use them more easily.
pencil?
3 What other things can you see in the street and in public
buildings that help visually impaired people do daily
activities?
3 Investigate other types of optical illusions.
Make a poster to present what you discover.
16 17
006_019_U1_LOMCE_1T_105503.indd 16-17 30/07/14 12:01
FIND OUT
PAGE SUMMARY
In the first of these two pages (Find out), pupils make + OPENING ACTIVITIES
an optical illusion to demonstrate that our eyes
If you have time, show pupils a moment from a cartoon
send signals to our brain. The second page (Think
or an animation. Animations with plasticine work well.
about it) provides your pupils with the opportunity
to learn about living without one of our senses Show the pupils the clip a few times then ask them to
and how visually impaired people can use specially tell you what they can remember. They will probably
prepared objects and tools to help them maintain tell you a few things with action verbs (the mouse is
their autonomy and carry out everyday tasks. running, the man is driving a car). Add these ideas to
the board.
Then, show them a still moment from the clip in a
LANGUAGE photo or screen shot and ask them if the characters
Imperatives: cut, draw, stick, spin, observe are moving now. Explain that cartoons are made up
of lots of individual pictures, like the one you have
Vocabulary: card, cage, optical illusion, trick
just shown them, that flick from one to another
very quickly. Our brain sees the cartoon moving. We
ADDITIONAL MATERIALS cannot see the individual pictures because they move
so quickly.
Digital flashcards
Extra materials: cartoon or animation clip; medicine MAIN ACTIVITIES
boxes with Braille; a blindfold
Explain to pupils that they will be making a simple optical
illusion with basic materials to observe how our eyes trick
our brain into seeing something that is not real.
Ask pupils to read the steps on page 16. Then, tell
them to write the materials and the three steps in their
notebook. If you are using the book on the interactive
whiteboard, you can play the audio of the steps.
032_051_U1_105505_LP.indd 46 26/09/14 12:06

You may choose to do this investigation together as
MAIN ACTIVITIES
a class or allow small groups to go through the steps
independently. Ask pupils to open their books on page 17 and say
Lets read about people who cannot see very well
or cannot see at all. If you are using the interactive
whiteboard, you can play the audio and encourage
1 Describe what you see when you spin the pupils to read along in their books.
pencil?
Then, ask pupils to look at the pictures and describe
Give pupils time to enjoy spinning the pencil and what they can see in pairs. You can bring in empty
seeing the optical illusion. Encourage the pupils to medicine boxes with Braille and let them touch with
answer in full sentences. I/we can see the bird in the their eyes closed and describe what they feel.
cage. Ask the pupils Is it a clear picture or a blurred
picture? (help pupils with their understanding of the + CLOSING ACTIVITIES
word blurred). This clarification helps to explain the
idea that our brain is a bit confused by what it sees. 1 Discuss other ways visually impaired people
can enjoy books.
Ask pupils Have you ever listened to a recorded
Ask the pupils What sends signals to our brain story or a book? Did you enjoy it? Do you think it
when we see something? Our eyes. Does the is difficult to learn to read Braille? Elicit other ways
pencil have one picture or two attached to it? people can enjoy a book or a story. People can read
Two. If you move the pencil slowly, can you see stories for them, some e-readers have audio.
the bird in the cage? No. The illusion happens when
we spin the pencil quickly. It moves so fast that the 2 Identify changes we can make to computers
two pictures fuse into one and our brain hasnt got so that visually impaired people can use them
time to separate the images. more easily.
3 Investigate other types of optical illusions. Put pupils into small groups and ask them to think
Make a poster to present what you discover. about how they would use a computer to write an
email. Encourage them to think of the basic steps
There are lots of optical illusions for children on the and which of those steps are difficult for someone
internet. Put the pupils in groups to investigate in with visual impairment. Encourage then to think of
class on the computer, or ask them to investigate with solutions to these difficulties. Braille keyboards, words
their parents at home. They can display their posters on screen electronically spoken, sounds when the
around the school for other children to enjoy. pointer is on an icon.
THINK ABOUT IT 3 What other things can you see in the street and
in public buildings that help visually impaired
+ OPENING ACTIVITIES people do daily activities?
Ask pupils to imagine what it would be like not to Pupils can start be identifying what is in the photo.
see. You can blindfold a volunteer. Ask them How do Different surfaces in the metro, and the street, to tell
you feel? Which sense are you using more to help you are near the edge; automatic doors; sounds, etc.
you? Ask the class Do you know anyone who has
problems seeing? Do they use anything special
to help them? Try to elicit some of the ideas in the
photos.
TEACHERS BOOK 47
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UNIT 1
PAGES 1819 Look back: The human body
LOOK BACK: The human body
Study skills Review
18 1 Copy and complete.

1 Match the organs to the systems in your notebook.
1
A B
19
Circulatory system
The human body
is made up of has 2 C
Respiratory system
five senses and E
D
three main sections ..... sense organs
..... circulatory ..... eyes 3

..... respiratory hearing .....
Digestive system
limbs digestive ..... .....
..... .....
2 Which senses are they using? Write.
..... .....
Tip:
2 Use a spider diagram to organise what you know about
Design yo
body systems. ur spider
diagram in
pencil
Write the main subject in the middle. first. If yo
u make a
mistake yo 3 True or false? Copy the sentences and correct the ones that are false.
Add legs for each section. u can rub
it out! 1. Blood moves around the body through 3. The brain is the control centre of the
Add the information to each section.
the lungs. body.
2. We breathe in carbon dioxide and 4. Our respiratory system takes the food we
breathe out oxygen. eat to our stomach and brain.
4 In pairs, talk about ways to look after your eyes. Use the
words to help you.
read sunglasses in summer.
should wear to the doctor regularly.
You
shouldnt go on the computer too long.
Start today! Crea
te a spider diag play in bad light.
organise the info ram to
rmation from this
unit.
18 19
006_019_U1_LOMCE_1T_105503.indd 18-19 30/07/14 12:01

This double-page spread allows pupils the opportunity Play a game with the opening illustration on pages 6
to organise what theyve learned in the unit by means and 7. Pupils look at the illustration and point to what
of a concept map. They can also learn a new study you describe (you can review a lot of the vocabulary
skill pupils design spider diagrams to help them from the unit using the opening illustration). This
summarise what they have learned in the unit. On the works well on the interactive whiteboard as you can
Review page, pupils complete activities individually ask two pupils or teams to come to the board and use
to check their understanding of material covered in the writing tools to mark their answers. It can be a
this unit. Activity 4 is a pairwork speaking activity race.
to encourage them to create complete, accurate
Review vocabulary by playing the Tap it game with
sentences and identify and use a simple structure
wordcards from this unit (see Helpful tips, pages 20-23).
(should / shouldnt). It is also a peer evaluation
opportunity. Stick the wordcards on the board in reach of the
pupils.
Divide the class into two teams. Call a pupil from each
LANGUAGE team to stand in front of the wordcards.
Imperatives: match, write, copy, correct, talk, use, Give clues, for example: Its an organ. It helps us
work breathe. We can feel them expand when we
Should / shouldnt + infinitive breathe in.
Encourage pupils to speak and write in complete The first pupil to tap the correct card gets a point.
sentences. Repeat several times.
ADDITIONAL MATERIALS
Digital flashcards
Digital wordcards
032_051_U1_105505_LP.indd 48 26/09/14 12:06

MAIN ACTIVITIES 1 Match the organs to the systems in your
notebook.
Page 18, Study skills
1. Circulatory system: (A) heart and (c) veins and arteries
1 Copy and complete. 2. Respiratory system: (D) lungs
Remind pupils that when we organise new information, 3. Digestive system: (B) stomach and (E) intestine
it is easier to understand and remember it.
2 Which sense are they using? Write.
Focus the pupils attention on the concept map and ask
them to tell you what the missing words are. Encourage The first picture shows a girl using her sense of
them to make full sentences, such as The human body is hearing.
made up of three main sections: head, torso and limbs. The second picture shows a boy using his sense of
Tell them to copy and complete the concept map in smell.
their notebooks. The third picture shows a boy using his sense of taste.
The human body Encourage pupils to explain what the children in
the photos are doing and any other observations to
is made up of has
provide some extra speaking practice.
five senses and
three main sections body .....
systems
sense organs
3 True or false? Copy the sentences and correct
head
.....
the ones that are false.
circulatory
sight
..... eyes
torso
..... respiratory
hearing ears
.....
limbs digestive
smell
.....
taste
.....
nose
.....
tongue
.....
1. False: Blood moves through the arteries and veins.
touch
..... skin
.....
2. False: We breathe in oxygen and breathe out carbon
dioxide.
2 Use a spider diagram to organise what you
know about body systems. 3. True.
4. False: Our digestive system takes the food we eat to
If this is the first time your class has used a spider
our stomach and brain.
diagram, spend some time explaining how they help
you learn and how to draw them (they help you make 4 In pairs, talk about ways to look after your
connections between related concepts and work well eyes. Use the words to help you.
for visual learners).
You should wear sunglasses in summer. (To protect
Pupils copy the diagram in their notebooks. Remind
your eyes from bright sun.)
them to start in the centre of the page and leave
plenty of space around the sides to add more words You should go to the doctor regularly. (So they
if they want (they could add the five senses to this can check your health. You can elicit other health
diagram, for example). providers if you have time, such as the dentist,
optician, etc.)
Encourage the use of colours and capital letters for
key words. You shouldnt play on the computer too long. (Its bad
for your eyes. Its better to do a variety of activities
This could be a pairwork activity drawn on A3 card to
every day. It is better to do more physical activity.)
display later on the wall.
You shouldnt read in bad light. (Its bad for your
Page 19, Review eyes. It can give you a headache.)
Note: This part of the review can be done with minimal
teacher guidance. You may wish to work through
the activities as a class or in small groups or partners.
Alternatively, you can ask pupils to do them individually
as self-evaluation. This review could also be done as
homework.
TEACHERS BOOK 49
032_051_U1_105505_LP.indd 49 26/09/14 12:06

UNIT 1
Activity Book answers / Audio CD1 track list
1 Write the parts of the body. Draw lines. 3 Cross out the mistake in each sentence. Write the correct
word or words.
2 ear eyes
a. The circulatory system moves food through the heart and around the body.
b. Blood gives our body nutrients and carbon dioxide. oxygen

blood
3 6
1. 6.
c. The heart is divided into two parts. four
4 Order the sentences to describe how the respiratory system

2. arm 7. mouth works.
a. Air goes down into our lungs. 2

b. We breath in air through our nose and mouth.
1
c. Oxygen is passed to the circulatory system, where it
3. elbow 8. hand moves around our body. 3
5 Complete the text about the digestive system.
The digestive system is a group of organs that work together to help us digest food .
4. leg 9. knee mouth intestine.
We take in food through our . It passes down into our stomach and
The intestine separates the nutrients from thefood and expels the waste from our body.
The nutrients are passed to the circulatory system, where they move around the body.
5. foot 10. ankle
6 Write the words under the pictures.
heart lungs intestine stomach
a b c d
2 Read the definitions and write the joints.
a. It connects the foot to the lower leg. ankle
b. It connects the lower arm to the upper arm. elbow

c. These connect our arms to our torso. shoulders
d. This connects our legs to our torso. hips heart stomach lungs intestine
2 3
UNIT 1
7 Look at the photos. Write sentences. 9 Order the sentences to explain how we hear.
4 4
5
a. The brain reads the signals and tells us what we can hear.
a b c
b. Sound waves enter through the outer ear. 1
c. The waves hit the eardrum in the middle ear and make it vibrate. 2
d. The liquid in the inner ear moves and sends signals to the brain. 3
10 How do these things taste? Write sentences.
Our skin is the organ we Our ears are the organs Our tongue is the organ a b c d
use to touch. we use to hear. we use to taste.
d e
Olives taste bitter. Cakes taste sweet. Lemon tastes bitter.

Chips taste salty.
11 How do these things feel? Use the words from the box. You
can use more than one word.
Our nose is the organ we Our eyes are the organs hot cold smooth hard rough soft
use to smell. we use to see.

a b c
8 Complete the sentences using the words in the box.
brain pupil protect retina
a. Light enters the eye through the pupil .
b. The light goes through the lens and makes an image on the retina .
c. The retina sends information to the brain . hot, smooth, hard smooth, soft cold, hard, rough
d. Eyebrows, eyelashes and eyelids protect our eyes.
4 5
032_051_U1_105505_LP.indd 50 26/09/14 16:24

UNIT 1
Find out at home! Skills check
6 1 Investigate different tastes at home:
1. Choose five items of food. Ask your mum or dad to

1 Read the text. Choose the right words and write them on
the lines. 7
choose five different items of food. Look after your eyes
2. Do a taste test:
There are lots of things you can do to look
Close your eyes.
Ask your mum or dad to pass you their food items. after your eyes:
Taste them. How do they taste? 1. Turn the lights on when it is
Open your eyes. What were they?
getting dark.
Ask your mum or dad to close their eyes and repeat
the test with your food items. 2. Wear sunglasses and a hat
3. Write your results in the table.
on sunny days.
3. Never look directly at the Sun .

Me My mum / dad
4. Tell your teacher if you cannot see the
Food Taste Food Taste
board or the text in your book
1
clearly.
2 5. If you wear glasses, dont let other
3 Open answers. people use them. Dont wear
other peoples glasses.

4
1. Place Turn Have

a. How many food items did you guess correctly?
2. hat scarf coat
Open answers.
3. board book Sun
b. Which foods and tastes did you like? Which didnt you like?
4. book pencil case lunch
5. animals person people
6 7
Unit 1 Audio CD1 track list
TRACK ACTIVITY TRACK ACTIVITY
02 Pupils Book page 7, Unit 08 Pupils Book page 11, Digestive

introduction system
03 Pupils Book page 7, Song Five 09 Pupils Book page 12, Our eyes and
senses ears are organs
04 Pupils Book page 8, Story: A trip to 10 Pupils Book page 12, Sight
the doctor
11 Pupils Book page 12, Hearing
05 Pupils Book page 10, Body systems
12 Pupils Book page 14, Smell
06 Pupils Book page 10, Circulatory
system 13 Pupils Book page 14, Taste
07 Pupils Book page 11, Respiratory 14 Pupils Book page 15, Touch
system
TEACHERS BOOK 51
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TERM 1 Think together
CONTENT EVALUATION CRITERIA
Living and non-living things. Understand the difference between living and non-living things.
Classifying living things. Through direct and indirect observation, use scientific criteria to identify and
classify living things.
Care and respect towards living things. Understand the importance of care and respect towards living things.
First approaches to scientific activity and Obtain relevant information about specific phenomena, make predictions,
the scientific method. Use of different integrate information from direct and indirect observation and communicate the
Use of ICTs.
First approaches to simple experiments Conjecture as to the results of natural occurrences and of simple experiments
and investigations. and investigations.
Individual and group work. Work independently and proactively and develop strategies for working in
a group.
Planning a project and presenting a Carry out a project and present a report.
report.
092_097_Trim_1er_105505_LP.indd 92 26/09/14 15:54

LEARNING STANDARDS KEY COMPETENCES PAGES
Observes, identifies and explains the differences between living and non-living things. MST, LIN 48, 49
Shows an interest in the observation and study of all living things. LTL, AUT 48, 49
Observes living things using secondary sources (books, technological, audiovisual, etc.). MST, LTL, AUT 48, 49
Observes and identifies the characteristics of different living things. MST, LIN 48, 49
Classifies living things into groups according to their characteristics. MST, LIN 48, 49
Shows a positive and active attitude towards the conservation and care of different MST, LIN 48, 49
living things.
With help, selects and organises specific and relevant information; analyses it and draws MST, LTL 48, 49
Uses books, libraries, etc. and collaborates in the care and maintenance of all the MST, LTL 48, 49
making.
With help, carries out simple experiments or investigations, and conjectures as to the MST, LTL, AUT 48, 49
results.
Uses strategies to help their own learning, as well as asking for help and information. LTL, AUT 48, 49
First approaches to cooperative learning. SOC, LTL 48, 49
Begins observation, using relevant instruments and consulting written documents and LTL, AUT 48, 49
images.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 48, 49
collecting information from different sources and presenting the results orally and with
the support of images and short texts.
TEACHERS BOOK 93
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TERM 1
PAGES 4849 Think together: The world around us
THINK TOGETHER The world around us

Two heads
are better
1 Look at the pictures. What do these things have in Group project than one!
48 49
common? What makes them different from each other?
A B C D
A B C D
E F G H
water cow wheat wood
2 Describe the living or non-living thing you have chosen.

Use the words in the box to help you.
animal plant meat food material

2 Look at the pictures. How do we use these things in our fuel product abundant scarce
daily lives?
A B C 3 How can we conserve or look after the thing you have
chosen? Can we live without it?
4 Look for pictures and more information about the thing you
have chosen. Find out why it is important for human beings.
5 Make a chart using the pictures and the information you

have found. Dont forget to include the characteristics and
why it is important for human beings. Present your work.
water plants wood
D E F Checklist
We included a description and its characteristics.
We explained why it is important to human beings.
We used pictures.

chicken sand rocks
48 49
048_049_Repaso1_1T_105503.indd 48-49 30/07/14 12:10

On these pages pupils will review living and non- Before doing these activities using different cooperative
living things around us and how we use them in our learning structures, you should form the groups.
daily lives. They will reflect on why it is important to Teachers should form the groups rather than letting the
conserve living and non-living things and how we pupils choose their own group members. Remember
can do so. The different activities will be carried out to form heterogeneous groups of three or four pupils.
following different cooperative learning structures, Tell the pupils what they will be doing in their groups,
which will provide the optimal learning experience what procedures they will follow, and what your
for the pupils and guarantee the involvement of all expectations are. If during these activities any team
the members of the group. is having difficulty, spend some time in class on the
relevant team skills.
LANGUAGE
MAIN ACTIVITIES
Question words: what, how, etc.
Making comparisons: Picture A is a living thing, 1 Look at the pictures. What do these things have
but Picture C is a non-living thing. in common? What makes them different from
Vocabulary: cactus, cow, grasshopper, litter, each other?
penguin, plants, rocks, sand, tree, water, wheat,
wood This is a Thinkpair check activity. Focus your pupils
attention on the eight photos at the top of page 48.
Ask your pupils to look at the photos and think
ADDITIONAL MATERIALS independently about the questions: what do all of
Digital flashcards them have in common? How are they different?
Digital wordcards Tell them to discuss their answers in pairs. Ensure that
each pupil shares something with their partner.
Then, ask the pairs to share their answers with the rest
of the class.
092_097_Trim_1er_105505_LP.indd 94 26/09/14 15:54

2 Look at the pictures. How do we use these 4 Look for pictures and more information about
things in our daily lives? the thing you have chosen. Find out why it is
important for human beings.
This is a Round robin activity. Focus your pupils attention
on the six photos at the bottom of page 48. Pupils can look for pictures and more information in
Using the zoom on the interactive whiteboard, show reference books, higher-level school books or on the
the pupils the first photo. Give each group a sheet of internet.
paper and a pencil. You can use the clean side of a
piece of paper from the recycling bin. 5 Make a chart using the pictures and the
information you have found. Dont forget
Each pupil, in turn, writes down his or her answer as to include the characteristics and why it is
the paper and pencil are passed around the group. important for human beings. Present your
Do the same with the rest of the photos, handing out work.
a new piece of paper for each photo.
This is a Group project activity.
GROUP PROJECT Clearly explain the project the groups are going to
do and the amount of time they have to complete it.
1 Choose one of these living or non-living things. Assign roles:
Focus your pupils attention on the four photos at the captain (in charge of managing the group and
top of page 49. Check to see if pupils can identify which assigning the different roles)
photos are living things and which are non-living things, materials manager
before they choose one to continue the project with.
spokesperson
2 Describe the living or non-living thing you have timekeeper
chosen. Use the words in the box to help you. After distributing the materials, ask your pupils to work
to complete the task.
This is a Thinkwritepair check activity.
Monitor your pupils.
Ask your pupils to look at the words in the box. Then,
tell them to describe the living or non-living thing they Ask the groups to share their project with the class.
have chosen using these words and other words they
know.
CHECKLIST
Ask your pupils to write their ideas.
Group assessment is essential in cooperative learning
Once they have finished, ask them to pair up and
to ensure that there is analysis of interactions and
discuss their ideas with a partner.
promotion of teamwork. Pupils should understand
that how they work together affects the quality and
3 How can we conserve or look after the thing quantity of concepts that they learn and understand.
you have chosen? Can we live without it?
Ask pupils to discuss and reflect on how the group
This is a Group members consult activity. worked together and identify ideas and actions that
helped the group achieve its goals.
Ask your pupils to put their pencils down in the middle
of the table. Once they have shared their results, ask them to
reflect on how the project could be done better next
Tell them to read activity 3 and to discuss it. All members
time.
of the team should contribute.
Invite your pupils to share their conclusions with the
When everyone in the group has decided on an answer,
class.
ask them to pick up their pencils and write their answers.
TEACHERS BOOK 95
092_097_Trim_1er_105505_LP.indd 95 26/09/14 15:54

TERM 1
PAGES 5051 Review
TERM 1 Review
Team
1 Read the quiz and write the answers in your notebook.
test!
50 Science
51
A
quiz 1 Get into teams. Take it in turns to guess what the other team is
talking about.
Team A Team B
1 Name three body systems. Explain what they do. 1 Speaking is an example of this life 1 Eating is an example of this life
2 List the five senses and sense organs. process. process.
3 Which is the largest organ in the human body? 2 Having babies is an example of this 2 Touching is an example of this life
life process. process.
4 How many main meals do we eat each day?
3 We need this for strong and healthy 3 We need this for a healthy brain
5 Name four things we do every day to stay healthy.
bones. and nervous system.
6 List the five stages of life. B 4 This food group gives us energy. 4 This helps us to build muscle and
7 Name the five main groups of living things. make us strong.
5 This body system moves blood
8 Name three life processes of animals and plants. around the body. 5 This sticky substance protects our
9 Name four parts of a plant. Plants need these things to make ears from infection.
6
10 What can you see in photos AD?

their own food. 6 We use this organ to taste.
How did you do?

37 38
810 points 75 points 04 points
Excellent Good Try again! 3 Write two more sentences and test the other team.
50 51
050_051_Repaso2_1T_105503.indd 50-51 30/07/14 12:10
SCIENCE QUIZ
PAGE SUMMARY
The aim of the Term Review is to review and recycle 1 Read the quiz and write the answers in your
what pupils have learned over the term and encourage notebook.
a positive attitude towards revision as a group and as
individuals. Before you begin the Science quiz, decide 1. Name three body systems. Explain what they do.
if youd prefer this to be an individual or collaborative The circulatory system moves blood through the heart and
revision activity and if you want pupils to use what around the body in the arteries and veins. The respiratory
they know or to look back for the answers. The Team system helps us to breathe. The digestive system helps us
test! can be done in two teams or in small groups of to digest food.
two teams. Pupils should be encouraged to correct 2. List the five senses and sense organs.
their own work, or peer correct. You can check the
Sight. Our eyes are the organs of sight. Hearing. Our ears
answers to both activities using the audio.
are the organs of hearing. Smell. Our nose is the organ of
smell. Taste. Our tongue is the organ of taste. Touch. Our
LANGUAGE skin is the organ of touch.
3. Which is the largest organ in the human body?
Vocabulary: system, sense, organ, meal, healthy,
stage, process, speaking, strong, bone, energy, Skin is the largest organ in the human body.
blood, eating, touching, brain, nervous system, 4. How many main meals do we eat each day?
build, muscle, sticky, substance, protect,
We eat three main meals every day: breakfast, lunch and
infection, taste
dinner.
5. Name four things we do every day to stay healthy.
ADDITIONAL MATERIALS Wash our hands. Brush our teeth. Do lots of exercise.
A clock for visual time keeping Enjoy our free time. Rest. Have a bath or shower.
6. List the five stages of life.
The five stages of life are: babies, children, adolescents,
adults and elderly people.
092_097_Trim_1er_105505_LP.indd 96 26/09/14 15:54

7. Name the five main groups of living things. 3. Team A: We need this for strong and healthy bones.
The five main groups of living things are: animals, plants, Answer: calcium
fungi, algae and bacteria. 3. Team B: We need this for a healthy brain and nervous
8. Name three life processes of animals and plants. system. Answer: fat
Three life processes of animals and plants are: nutrition,
reproduction and interaction. 4. Team A: This food group gives us energy. Answer:
carbohydrates
9. Name four parts of a plant.
4. Team B: This helps us to build muscle and make us
The parts of a plant include the roots, the stem, the leaves strong. Answer: proteins and iron
and the flower.
10. What can you see in photos AD? 5. Team A: This body system moves blood around the
Photo A shows an eye, the sense organ of sight. The parts body. Answer: the circulatory system
of the eye are: the pupil, the iris, the eyelashes, the eyelid 5. Team B: This sticky substance protects our ears from
and the eyebrow. infection. Answer: earwax
Photo B shows a girl washing her hands. This is a healthy
6. Team A: Plants need these things to make their own
habit.
food. Answer: sunlight, water and nutrients from the soil.
Photo C shows some mushrooms. Mushrooms are fungi.
6. Team B: We use this organ to taste. Answer: the tongue
Photo D shows a butterfly. Butterflies are animals.
2 Listen and check your answers. (CD1 track 38)
(CD1 track 37)
Pupils can check the other groups answers.
Pupils can check their own answers or check a partners
or another groups answers. 3 Write two more sentences and test the
other team.
TEAM TEST!
Give pupils a limited amount of time to go through the
units and make up two more sentences to test their
1 Get into teams. Take it in turns to guess
classmates. Circulate and check accuracy and suitability.
what the other team is talking about.
At the end of the test, the winning team can choose
1. Team A: Speaking is an example of this life process. either a video link or song from the unit, or request a
Answer: interaction particular game you play in class to close the lesson.
1. Team B: Eating is an example of this life process.
Answer: nutrition
2. Team A: Having babies is an example of this life process.

Answer: reproduction
2. Team B: Touching is an example of this life process.
Answer: interaction
TEACHERS BOOK 97
092_097_Trim_1er_105505_LP.indd 97 26/09/14 15:54

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Introduction to ByME Natural Science

Who the course is for

Aims of the course

001_029_PRELIMINARES_105505.indd 3 26/09/14 15:33

Pupils Book Birds

Birds are vertebrates. There are thousands of types of birds.

A 144-page Pupils Book including:

a two-page introductory unit introducing pupils to

the characters that will accompany them on their

Idea: Hummingbirds are one of the smallest

learning experience: Alex and Carla in the case of

nine main units of 1214 pages Reptiles, amphibians and fish

Fish were the first vertebrates to

they developed into amphibians.

three end-of-term review sections

110_121_U8_3T_105503.indd 118-119 30/07/14 12:19

carp tadpoles lizard

066_079_U5_2T_105503.indd 66-67 30/07/14 12:13

Activity Book UNIT 8 Energy

An optional 64-page Activity Book comprised of six

sound energy electrical energy light energy 300,000 km per second.

full-colour pages per unit that offers:

a range of engaging exercises to consolidate and

thermal energy sound energy light energy e

extend the topics covered in the Pupils Book

1 Investigate materials in your home:

additional reading and writing practice of the

UNIT 7 Matter, materials and mixtures

a mini-project designed to encourage pupils to

explore scientific concepts and methods at home a

5. The girl is twisting her serviette.

8. The little boy is evaporating the rocks from the sand.

10. All the objects in this picture are made up of matter.

42 metal rigid waterproof

a bilingual glossary to support language learning.

d. This is made of . Its and . c d

3 Match and make sentences about the properties of

a. A fragile material is difficult to break.

b. A flexible material breaks easily.

c. A rigid material can change shape easily.

d. A resistant material doesnt change shape easily.

The modules offer an ideal solution to teaching

contexts where only a limited amount of hours in MODuleS available fOr

English are available. Each module combines a unit

of the Pupils Book with the corresponding Activity

Look after yourself

Living things MODuleS available fOr

105721_3_CCNN_mod_Look after yourself.indd 1 07/07/14 13:11

105720_3_CCNN_mod_The human body.indd 1 07/07/14 13:16

105722_3_CCNN_mod_Living things.indd 1 03/07/14 12:54

The human body

105726_3_CCNN_mod_Matter, materials and mixtures.indd 1 03/07/14 12:56

MODuleS available fOr MODuleS available fOr

Look after yourself Mammals and birds

The human body

Energy Mammals and birds

Reptiles, amphibians and fish

Matter, materials and mixtures

105723_3_CCNN_mod_Mammals and birds.indd 1 03/07/14 12:54

105725_3_CCNN_mod_Invertebrates.indd 1 03/07/14 12:56

4 NATURAL SCIENCE PRIMARY 3

001_029_PRELIMINARES_105505.indd 4 26/09/14 15:33

activity book answers / audio cD1 track list