Samples - Pupil's Book - Natural Science ByME

All about me 1 Count the boys and girls.

2 Circle the children who are playing with a ball.

3 Who is feeling sad?

4 Listen and colour the parts of the body you hear.

5 Sing the song and do the actions!

6 six

seven

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Break time 1

The three sections of the body

Listen, look and point.

1

2

3

2

My body ha∫ three section∫: my head, my torsø and my limb∫.

My arm∫ and leg∫ are limb∫.

Point tø Katie’∫ torsø.

1

Draw the lines. Colour.

2

Listen and point.

4

Listen and tick (✔).

1

8 eight

2 1

3

nine

9

Parts of the body 1

Joints

Listen and trace.

arm

hand

tummy

finger∫

bottom

leg

foot

toe∫

1

Which puppet can bend its arms and legs? Circle.

2

Look and listen to the Joints chant. Do the actions.

neck hip wrist

2

elboæ

Draw your face. Match the words.

eyelashe∫

shoulder eyebrow∫

eye∫

nose

ear∫

mouth

cheek∫

chin

10 ten

ankle knee Joint∫ help your body move.

Move your wrist∫ and wave at Ben. Move your hip∫ and dance! eleven

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How do you feel today?

1

1

Listen and trace. Make the faces.

happy 2

Be kind

sad

angry

Tick (✔) the kind behaviour.

worried

How do they feel? Find the stickers.

2

Write and draw a picture of your friend.

Today my friend feel∫ .

We all have feeling∫.

Sometime∫ we feel sad or angry.

Hoæ doe∫ Katie feel today?

12 twelve

Be kind tø people.

Look after your family and friend∫.

Be kind at school. thirteen

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LET’S INVESTIGATE:

Faces with feelings

MAKE A DIFFERENCE:

Idea:

1

We can show feelings with our faces.

Identifying feelings

How do they feel? Colour.

happy

sad

angry

worried

Test: Step 1

Step 2

Choose a feeling.

Mime.

1

Step 3

Ask your classmates to guess.

Write your results.

Tick.

2

Tick (✔).

1 Write different feelings on

I can make a happy face.

coloured card.

2 Put the posters around the

I can make a sad face.

I can make an angry face.

I can make a worried face.

14 fourteen

Make classroom posters.

classroom.

Which face i∫ difficult tø make?

3 Draw or find pictures and stick

them to the posters.

fifteen

15

Let’s remember 1

2

3

Match.

cheek∫

wrist

tummy

mouth

knee

chin

ankle

hip

foot

leg

Tick (✔) the joints.

elboæ 4

head

tummy

ankle

shoulder

Use the code. Colour.

happy

sad

angry

Complete the funny face.

mouth

ear∫

cheek∫

eye∫

Name the three sections of the body.

Well done.

Choose a sticker.

Name five parts of the body.

Name three parts of the face.

nose 16 sixteen

eyebrow∫

Name three feelings.

seventeen

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Look after yourself The human body is an amazing, complex machine. It is made up of different parts that have different functions. These parts work together to create systems which carry out processes. We need energy to keep our bodies working, so it is important to look after ourselves. We need a healthy, balanced diet, exercise and rest.

1 What parts of the body can you see in the picture?

2 Point to a healthy habit in the picture.

3 What other healthy habits can you think of?

4 Who is not behaving properly in the picture?

5 Listen to the song. Copy the words in the order you hear them.

brush your teeth

drink lots of water

do lots of exercise

sleep well

eat healthy food wash your hands

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A trip to the doctor countryside 1

Alex and Carla’s school trip project

Listen and read.

A

Alex and Carla are learning about the human body ...

Look at Alex and Carla’s project, then answer the questions.

B

HEAD hand

C

D

elbow

LIMBS

TORSO

knee

2

Look at the story. Then read the descriptions below and match them to the pictures.

A

B

C

1. This is a lower limb.

2. These protect our eyes from dust in the air.

3. This is a joint. It helps us move our arms.

4. This is the middle part of our body.

5. This is the organ we use to smell.

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D

E

1 Copy the picture and the words in your notebook. Add four more words to the picture.

2 Alex wants to add the word knuckle to the picture. Where can we find this joint? Add the word.

3 Name the three main sections of the body. Do other animals have the same main sections?

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A healthy diet A healthy diet is a balanced diet. We need to eat the right amounts of the different food groups. Each food group helps our body in a different way. If we do not follow a balanced diet, we feel tired, we can’t concentrate, we don’t feel well and we can have health problems.

Food groups 1

2

Fruit and vegetables are full of vitamins, minerals and fibre. We need vitamins and minerals to keep us healthy, to grow, and to protect us from illness.

Fruit has quite a lot of sugar, so try to eat more vegetables than fruit.

Three plus two We have three main meals a day: breakfast, lunch and dinner. It is a good idea to have two healthy snacks every day.

Healthy snacks give us energy between meals.

Choose a healthy snack!

Bananas give you lots of energy. They contain potassium, which is good for your heart.

Yoghurts contain lots of calcium, which helps to build strong bones.

Carbohydrates give us lots of energy and fibre is good for our digestion.

Carrots give you lots of vitamin D, which helps to keep your eyes healthy.

Pasta, rice, cereals and potatoes are carbohydrates.

Ham contains lots of protein, which is important for building muscle.

3

Milk and dairy products contain calcium.

Calcium keeps our bones and teeth healthy.

5

We need protein and iron to build muscle and make us strong.

Meat, fish, beans, pulses and eggs contain protein and iron.

1 Write the five food groups in your notebook. Write two examples of food for each group.

2 Why are calcium and protein important for our body?

3 Copy and correct the sentence.

Milk and dairy products contain fibre.

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In other words

Your body is about 75% water. This means you need to drink 1.5 litres

4

Fat is important, so we need to include some of it in our diet. Foods rich in fat help our brain and nervous system, but some fats are better for us than others.

Olive oil, salmon, nuts and avocadoes are sources of good fat.

We are what we eat – this is an expression. What do you think it means? In Spain the number of people who are over-weight is increasing. Why do you think this is?

of water every day.

That’s about six glasses!

4 Observe the snacks your classmates bring to school for a week. Present the information in a chart. Think about the different food groups and healthy and unhealthy snacks.

5 What can we do to maintain a healthy weight? Design a healthy habits comic with your classmates.

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Look after your health Healthy habits

Health problems

There are things we should do every day to look after ourselves and to keep fit and healthy. Look at the pictures and explain why these habits are essential for our health.

Look at the health problems below. Think about what causes them. Use the pictures to help you.

3

1

colds and flu

2

stomach upsets

3

tiredness

1 2 Do lots of exercise.

Wash your hands.

6 Brush your teeth.

4

4

breathing problems

5

tooth decay

6

obesity

5 Have a bath or shower.

Enjoy your free time.

Rest.

1 When should we wash our hands? Make a list.

2 How many hours do you sleep every night? Write it in your notebook. Compare with the rest of the class.

3 Do you do lots of exercise? Which is your favourite activity? Write it in your notebook.

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Did you know?

Your brain is very busy when you’re asleep. It’s busy remembering all the things you did at school and even having new ideas! If we don’t sleep well, we can’t concentrate and we won’t do well at school.

4 Washing your hands is easy, but are you doing it properly? Find out how to wash your hands correctly.

You can use the internet to help you.

5 Bring some different food products to school. Look at the labels. What information do they give us?

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We grow and we change The stages of life

Feelings and emotions

There are five different stages of life. Look at the pictures below and read the texts.

As we get older, we grow, we learn new things and we develop pysically and mentally. We need to look after ourselves, keep fit and healthy, and enjoy our time at school and our time with our friends and families. Sometimes we feel happy and sometimes we feel sad or angry. We can feel lots of different emotions in one day. It is important to recognise how we feel and recogise how others feel too.

3

1 Babies need lots of attention from their parents. They eat, sleep and begin to discover the world around them.

Children are able to learn lots of new things. They can also walk, talk and play.

2

proud lonely

Adolescents continue to grow and their bodies change a lot. Adolescents are more independent than children.

When we’re adults, our bodies stop growing. Many adults work and have families.

Elderly people have a lot of experience, but they sometimes need help to do things. We can learn a lot from them.

confident

4

5

annoyed worried

1 Draw a simple table in your notebook with five columns for the five stages of life. Add the members of your family to the correct columns.

2 Think of different ways elderly people need help and how they can help us learn. Write them in your notebook.

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3 Look at the pictures above. Think of situations that make you feel these emotions.

4 In groups, think of reasons why we feel unhappy and what can we do to feel better.

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FIND OUT:

How much sleep do we need?

THINK ABOUT IT:

Idea: People need different amounts of sleep.

Pencil Coloured card Felt-tips Magazines

Test:

Make the most of your free time

Everybody likes free time. Some people prefer sports, others like music and some like to spend time reading and resting.

Look at the timetable below and say which activities you like the most. Do you think there is a good mix of different activities?

Children need more sleep than adults.

1

2 Write the five stages of life on a chart.

3 Use the internet to investigate how much sleep people need at each stage.

Add the information to the chart. Decorate.

Conclusions 1 Do babies need more sleep than adolescents?

2 How many hours do you sleep each night?

Is this right according to your chart?

3 What happens when we do not sleep enough?

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1 Is the timetable similar to the way you spend your free time?

2 What time do you think you should go to bed on a school night? And at the weekend?

3 Draw your own timetable in your notebook. Compare your free-time activities with the rest of the group.

Are they similar or different?

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Look back Study skills

Review

1 Copy and complete.

1 True or false? Copy the sentences and correct the ones that are false.

Our bodies

a. A knuckle is a joint on the hip. need

have three main sections a balanced diet

head

b. Vegetables have quite a lot of sugar. healthy habits

c. All fat is bad for us. d. We need to drink about three glasses of water every day.

...

including all the food groups

...

fat

do lots of exercise ... enjoy your free ...

... ... ...

...

brush your ...

2 Say which food group these foods belong to. It is possible that they belong to more than one group.

1

2

3

4

5

...

...

2 Make creative activities to help the class revise.

• Divide the unit into four parts. Form four groups – one for each part.

3 Look at the pictures. What are the people doing wrong?

1

2

3

• Each group designs a visual way to revise and test their part of the unit.

• Put the activities around the classroom to help the class revise.

your partner.

Pupil A

Ideas: Wordsear ch , f lipbooks , taboo car ds Start today! M ake revision ac tivities to help the clas s revise this unit .

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4 Work in pairs. Order the words in the questions and test Pupil B

do / you / 10 hours / every / night / sleep?

do / you / enough / water / drink?

do / eat / you / snacks / healthy?

do / you / hands / wash / your / before / lunch?

what / your / favourite / food / is?

which / calcium / foods / contain?

can / you / five / joints / name?

when / feel / do / you / annoyed?

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The Plant Kingdom

1 Read and discover.

Plants are one of the biggest groups of living things on Earth. Plants grow almost everywhere. There are plants which grow at the top of high, rocky mountains, and others which grow deep in the ocean. Some plants grow in damp, shady places, while others prefer a dry, sunny environment. In order to survive in such conditions plants have developed specific characteristics that help them meet their basic needs.

2 What conditions do plants need in order to grow?

3 Is there more plant life in deserts or rainforests? Why? 4 How have plants adapted to the conditions in deserts and rainforests? Consider the following questions:

• Where do desert plants store water?

• Why do cacti have thorns?

• Do you think the roots of desert plants are long or short? Why? • Why do some rainforest plants climb up other plants?

• Why do some rainforest trees have extra roots above the ground?

• Why do some plants have very big leaves?

5 Think of other types of plant adaptations. How have these plants adapted to their environment?

• water lily • mistletoe • rose • orchid

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Analyse and organise

1 Look at the diagram about plants. Think of the missing words.

Then, in your notebook, write complete sentences using the information available.

3

Read the texts and match the headings to the paragraphs.

There is one extra heading.

Pollination

green

living things are characteristics:

The Venus flytrap is famous for being a carnivorous plant, but it can also make its own food like any other plant. This plant catches insects because it does not obtain sufficient nutrients from the soil.

It has to supplement its diet by absorbing the nutrients in insects.

can´t ..... from place to place make their own .....

examples: interact with their environment

.....

.....

Sensitivity to touch

1

multicellular

Plants

Use of water

.....

Nutrition

3 Most flowers have brightly coloured petals that attract insects. When an insect feeds on a flower, pollen grains stick to its body. When the insect flies to another flower, it leaves some pollen grains there.

2 Like all cacti, the Saguaro cactus grows in a hot, dry environment. It has adapted in order to survive. The Saguaro cactus has a large, thick stem which can expand to store water. The stem has sharp thorns to prevent animals from eating the plant. Saguaro cacti can live up to 200 years.

An adult plant measures 12 to 18 metres.

2 Plants interact with their environment in many different ways.

Look at the pictures below. How do these plants react to the environment?

a

b

c

4

d

e

f

Listen to the recording about the giant water lily.

In your notebook, complete the missing information.

Scientific name: Victoria .....

Habitat: the ..... River Leaves: large (up to ..... metres) and strong (can hold up to ..... kilogrammes) Flower: ..... or purple; lives only for ..... days

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Classification of plants Which group of plants do you think is bigger: flowering or non-flowering?

The Plant Kingdom includes more than 250 000 species, ranging from tall trees to small plants. All these plants can be classified into two main groups: flowering and non-flowering plants.

Non-flowering plants Ferns

Non-flowering plants do not produce seeds. They reproduce asexually using spores. There are two main groups of non-flowering plants: ferns and mosses.

Plants

Ferns

are divided into

fronds

• They have roots and strong stems which grow under the ground. sori

• They have large leaves called fronds.

Flowering plants

Angiosperms

Gymnosperms

Non-flowering plants

Ferns

stem

• They produce spores inside sori on the underside of the fronds.

Mosses

Mosses

capsule

• They have very simple stems and leaves. Their roots are called rhizoids.

Flowering plants Flowering plants are the biggest group of plants on Earth. Most flowering plants use sexual reproduction. They grow flowers which are their reproductive organs. These plants reproduce through seeds and produce them in two different ways.

• Gymnosperms have small flowers. They don’t produce any fruit and their seeds develop in cones. Many gymnosperms, such as pine trees, have long thin leaves called needles.

leaves

Angiosperms leaf

stem

flower rhizoids

fruit seed

Gymnosperms leaves (needles)

Sori on the underside of a frond

Mosses’ capsules

1 What do all the four plant groups have in common?

2 Give two examples of angiosperms and two examples of gymnosperms.

3 Identify the main differences between a sunflower and a fern.

cone

Pine trees

spores

• They produce spores inside capsules.

• In angiosperms pollinated flowers produce fruits with seeds inside.

Angiosperms include not only roses or daffodils, but also trees such as cherry trees or fig trees. Bushes like blackberries and raspberries, and grasses, such as wheat and rice, are also angiosperms.

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roots

• Ferns are one of the oldest plants on Earth. They evolved more than 300 million years ago.

Mosses

Cherry trees

spores

6 Look at the words below. In your notebook, write A for angiosperm, G for gymnosperm, M for moss or F for fern.

• spore capsules

• fruits

• cones

• seeds

• fronds

• roots

• spores

4 Classify the following plants: seeds

• daisy

• almond tree

• fir

5 Compare a moss and a fern. What do they have in common? How are they different?

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Parts of plants

Most plants have three parts: the roots, the stem and the leaves.

What substance makes plants green?

Did you know?

Stem The stem holds up the other parts of the plant. It also transports materials to and from the leaves. Water and minerals travel through the stem to the leaves for photosynthesis. The food produced through photosynthesis then travels to the other parts of the plant.

woody stem

herbaceous stem

What do we call the stem of trees?

There is one species of sea slug that produces its energy through photosynthesis. These slugs eat algae but don’t fully digest them.

The remaining algae continue conducting photosynthesis inside the sea slugs and provide them with food.

Leaves Leaves contain chlorophyll, a green substance which is necessary for photosynthesis. Most leaves have two parts: the petiole and the blade.

Veins in the blade support the leaf and carry water and minerals. On the underside of the blade, there are tiny holes, called stomata. The gas exchange in leaves takes place through stomata. petiole

blade

Roots The roots hold the plant in the ground. Roots absorb water and minerals needed for nutrition from the ground through the root hairs. stoma root hairs

veins

1 Name the main parts of plants and their functions.

2 Look for a green leaf and identify its main parts. Can you name the plant your leaf comes from? Draw the leaf in your notebook and compare it with your friends’ leaves.

3 What would happen if plants had no roots, stem or leaves?

4 Choose a plant. Then, in your notebook, draw it and label its parts.

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Plant nutrition and respiration Nutrition

What gases are involved in photosynthesis?

All living things need energy to perform their basic functions. Animals can’t produce their own food so they eat plants or other animals. Plants, however, can produce their own food. They do this during the process of photosynthesis.

1

The roots absorb water and minerals from the soil.

2

Xylem cells transport this mixture of water and minerals, called raw sap, through the stem to the leaves.

3

4

carbon dioxide (CO2)

Leaves absorb carbon dioxide (CO2) through their stomata. In certain parts of plants’ cells called chloroplasts, chlorophyll collects solar energy to transform water, minerals and carbon dioxide into glucose and oxygen (O2).

3

Phloem cells carry the glucose, the plants’ food, through the stem to all the parts of the plant.

4 glucose

Respiration

carbon dioxide (CO2)

oxygen (O2) carbon dioxide (CO2)

oxygen (O2)

oxygen (O2)

Unlike other living things, plants don’t just consume oxygen, they produce it too. This happens during the day as part of photosynthesis, when plants produce more oxygen than they need. They expel this excess oxygen through the stomata.

At night, when photosynthesis stops, plants no longer expel oxygen.

During this time they just release carbon dioxide.

Importance of photosynthesis

raw sap

Photosynthesis is the most important process to life on Earth because: • It provides us with oxygen to breathe. For this reason plants are called the ‘lungs’ of the Earth.

• It consumes carbon dioxide, which is toxic to most living things.

• It transforms water and minerals into food. Then animals can feed on plants to get energy to live.

In other words Chloroplasts are like solar panels. They capture solar energy and transform it. Instead of electricity, chloroplasts produce glucose.

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2 1 water

1 In your notebook, copy and complete the diagram.

and minerals

..... .....

minerals Photosynthesis

.....

oxygen

.....

2 Plants only carry out photosynthesis during the day.

Explain why. When does respiration occur in plants?

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SCIENCE PROJECT:

Acid rain and plants

FRAGILE WORLD:

Aim

Acid rain

What is acid rain?

Observe and understand the negative effects of acid rain on plants.

Hypothesis I think that the plants watered with acid water ...

• will be seriously damaged, or • will not be harmed.

Method 1. Label one pot ‘tap water’ and the other ‘acid water’.

2. Put the plants under a direct source of light.

3. Pour tap water into one of the empty spray bottles. Label it ‘tap water’.

• 2 small potted plants of the same kind • tap water • white vinegar • 2 empty spray bottles • a measuring cup • a teaspoon

Acid rain is any type of precipitation that has a high level of acid. It can be in the form of rain, snow, sleet or even fog. Most acid rain is the result of human activity. When we burn fossil fuels in power plants, cars or factories, large amounts of sulphur dioxide and nitrogen oxides are released into the atmosphere where they react with water and create sulfuric and nitric acid. These acids fall to the ground in precipitation and are introduced into water systems, such as rivers, lakes and oceans. Increased water acidity is deadly to plants and animals, takes away nutrients from the soil and releases large quantities of toxic aluminium. Acid rain is also harmful to humans because it can cause respiratory diseases.

4. Mix 2 cups of tap water with 4½ teaspoons of vinegar. Stir well and pour the solution into the other spray bottle labelled ‘acid water’.

5. Water and spray the plant labelled ‘tap water’ with tap water daily.

6. Water and spray the plant labelled ‘acid water’ with the vinegar solution daily.

Test

Reducing acid rain The most effective way to avoid acid rain and its harmful effects is to reduce emissions of sulphur dioxide and nitrogen oxides. We can help achieve this by following a few simple steps:

• Examine both plants after one week. What do you observe?

• Use alternative energy sources.

• Do you notice any difference in leaves’ colour and appearance between the two plants?

• Turn off lights and electrical appliances when we are not using them.

• Use energy efficient appliances.

Conclusions

• Use public transport.

• Plant trees.

Acid rain effects on a forest

1 Why do you think it was necessary to add vinegar to the second spray bottle?

2 What is the effect of acid rain on plants?

3 What do you think will happen in the end if you carry on watering the plant with acid water?

4 Think what would happen if you grew a plant from seeds watering it just with acid water.

1 What is the main cause of acid rain?

2 What are alternative energy sources?

3 What do you think will happen if we don’t reduce the emissions of harmful gases?

4 Acid rain also damages buildings, monuments, statues and cars. Think of the possible consequences of this damage.

5 Was your hypothesis correct?

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Revise Study skills

Review

1 In your notebook, complete the graphic organiser using the words in the box below. There are some extra words. What is the name of the process this diagram refers to?

1 Classify the plants in the photos. a

b

4 In your notebook, label the following pictures with the gases consumed and released in each case.

• oxygen

Leaves • .....

• carbon dioxide • water

• .....

• stem

• .....

• sunlight • chlorophyll

.....

• minerals • spores

• carbon dioxide

Photosynthesis

Respiration .....

.....

.....

.....

glucose c

.....

d

Roots • .....

• raw sap

• .....

5 Talk about what plants need to survive. Use the diagram to help you.

A dragon tree (Dracaena draco) is usually found in dry forests on the Canary Islands and the Azorean Islands. It grows to approximately nine metres and has a long trunk and prickly leaves. The leaves are about 50 centimetres long. The flowers are white and have a sweet smell. However, flowering occurs only every fifteen years. The oldest dragon tree is around 650 years old. We can tell the age of the tree by the number of branches. The sap of the dragon tree is used as a colouring for both toothpaste and medicines.

Find out more about the dragon tree. Where does its name come from?

water

2 In your notebook, copy the diagram and complete it with the words below. There are some extra words.

2 Read the text below. In your notebook, complete column A with the information about the dragon tree. Then read the text about the pinsapo on page 138 and complete column B.

• fruits

• seeds

• sunflowers

• spores

• rhizoids

• cones

• stems

• fronds

• firs

minerals produce energy.

CO2 They need

sunlight

to

O2

A

B

common name

.....

.....

scientific name

.....

.....

classification

.....

.....

habitat

.....

.....

size

.....

.....

Checklist

life span

.....

.....

• I can classify plants.

use

.....

.....

grow. reproduce.

spores seeds

Angiosperms

Gymnosperms

3 Look at the different plant parts. In your notebook, describe their functions. What would happen if these parts didn’t exist?

• stems

• roots

• chloroplasts

• flowers

• seeds

• leaves

6 Complete the summary on page 141.

• I can identify the parts of plants and describe their functions.

• I can explain the process of photosynthesis and its importance to life.

• I can explain the process of respiration in plants.

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