Teacher's Book 5 DEMO PDF

Essential
Science Plus 5 PRIMARY

Teacher’s Book
Student's material
Student's Book
The Essential Science Plus Student’s Book consists of twelve
1
Unit 1
Living things
core units, which are organized into three terms. Each unit
REFRESH YOUR MEMORY!
comprises ten pages and follows a regular pattern. 1.1

Wild mushrooms are living things that grow on
forest floors, tree trunks and even on top of each
other. They need moist, cool temperatures and
LIFE PROCESSES
What three life processes do all living things
carry out?
HABITATS
What is a habitat?
a. A place where plants and animals live.
some light. Wild mushrooms are seasonal
a. Interaction, breathing and reproduction. b. A very large place where animals live.
and can be found in the autumn and spring.
b. Growing, living and breathing. c. A small place where only plants live.
There are many different types of wild
mushrooms, but they can look very similar, c. Nutrition, interaction and reproduction. d. A place where animals obtain food
which makes them very hard to identify. Wild d. Being born, living and dying. and water.
Opener page and Refresh your memory! mushrooms are often spectacular. Some are
edible and delicious, but others can be poisonous.
A mosaic of photographs, accompanied by questions,

introduces the main theme of the unit. Each Refresh your
memory! page consists of four question cards with multiple REPRODUCTION
Animals can be viviparous or oviparous.
PLANTS AND ANIMALS
Plants are different from animals because…
choice answers. Student’s work with a partner to revise

What is a viviparous animal? a. they move more slowly.
a. An animal that lays eggs. b. they make their own food.
b. An animal that has lungs. c. they grow in all directions.
concepts from the previous course.

c. An animal that eats other animals. d. they don’t live in habitats.
d. An animal born from its mother’s womb.
LOOK, READ AND SAY
Where can you find wild mushrooms?
Why can you find wild mushrooms in autumn
and spring?
Why is it so important to identify mushrooms
correctly?
Information and practice pages Have you ever been mushrooming? Where
did you go?
Do you think mushrooms are plants or
The theme of each unit is divided into sub-topics covering

animals?
4 WHAT DO YOU REMEMBER? Test your partner. five 5
six pages. Each topic is presented using short texts,

photographs and illustrations. Students practise the concepts
and language through simple activities.
Student's Audio
The Essential Science Plus Student’s Audio
Unit 1
What are cells? 1.3 The parts of a cell

organelles
Cells have three main parts: 1
1.2
All living things carry out three basic life processes:
nutrition, reproduction and sensitivity. In addition, all
living things are made up of cells.
Membrane. This is the covering around the cell.
Nucleus. This is the part that controls the function of the cell.
Cytoplasm. This is a jelly-like material, composed mainly of
nucleus
cytoplasm membrane
contains the recordings of all the
presentation texts in the Student’s Book.
2 Baker’s yeast, used to make bread, is water, between the nucleus and the membrane. It contains
Cells are the basic units of life. Most cells are very small and a unicellular living thing. the organelles, which carry out different functions of the cell. 1 The main parts of a cell.
can only be seen through a microscope.
Cells are living units and they carry out the three basic life Animal and plant cells
Icons in both the Student's Book and the

processes. In addition, cells can specialize to perform
a particular function. 1 All animal and plant cells have three main parts: a membrane, organelles
a nucleus and cytoplasm with organelles. However, animal
Depending on the number of cells, living things can be cytoplasm
and plant cells are different.
classified into:
Teacher's Book indicate when to use

Plant cells have specialized organelles called chloroplasts that
Unicellular. Living things made up of a single cell. 2
absorb sunlight, which plants need to make their own food. nucleus
Multicellular. Living things made up of many cells. Plants 3 All plants and animals are Chloroplasts contain chlorophyl, which makes plants green.
and animals are multicellular. 3 multicellular living things. cell wall
Plant cells are usually bigger and have a regular shape.
the recordings.
chloroplasts
Animal cells can be many different shapes. 2
Plant cells have a rigid cell wall around the membrane. 3 2 Animal cell and plant cell.
The CD is in MP3 format.

muscle cell
red blood cell
white blood cell
liver cell
neuron
intestine cell
3 The cell wall makes some plant stems very hard.
1 Different types of specialized human cells.

Activities
1.4 1 WORK WITH THE PICTURE. Compare the animal and plant cells. Talk about how they

Activities
1 WORK WITH THE PICTURE. Describe the different types of human cells to your partner.
are similar and how they are different.
2 Match and write sentences in your notebook.

Talk about their shape and their particular function. The membrane... is around the membrane of plant cells.
2 Copy and complete the sentences. The cell wall... is between the membrane and the nucleus.
a. Every living thing is made up of . The nucleus... are specialized plant organelles.
b. We are living things. The cytoplasm... controls the function of the cell.
c. We can only see cells through a . The organelles... is the covering around the cell.

d. All cells carry out the life processes of , reproduction and . The chloroplasts... are located in the cytoplasm.

6 six seven 7
Practising competences and Show what you know

The Practising competences page is designed to help
students become competent in interdisciplinary skills related
to the unit theme. Each unit ends with a revision page, Show
what you know, with activities covering the key concepts.
1 Living things Unit 1
1 1
Activity Book
Unscramble the words and complete the sentences. Read and tick (✔).
a. All living things are made up of (llesc)

CHARACTERISTICS ANIMAL CELLS PLANT CELLS
b. Cells carry out three basic functions: nutrition, sensitivity and (nrcouterupdi) They have a hard cell wall around the membrane.
c. Most cells can only be seen through a (sirmpoccoe) They can be many different shapes.
d. To perform a particular function, cells can (izleecpais) They have a regular shape.
The Essential Science Plus Activity Book offers further

e. Living things can be classified into unicellular and (litlrmlueclua) They have specialized cells called chloroplasts.
2 Draw the different types of specialized human cells.

2 Read and complete the text about the organization of living things.
practice of the concepts introduced in the Student’s Book. Groups of the same type of cells work together to form
organized to form , and organs are organized to form

. Tissues are
Each activity is linked to a sub-topic and can be completed

Finally, all the systems form an .
3 Label the five levels of organization of a dog.
in class or given as homework. red blood cell liver cell muscle cell neuron
Twelve Investigate! pages are designed to provide practice 3 Label the parts of the cell: nucleus, cytoplasm, membrane, organelles.
of the scientific method.
4 Use the words from Activity 3 to complete the sentences.
a. The controls the function of the cell.
b. The are located in the cytoplasm. 4 Write the levels of organization of a dog in order.
c. The is the covering around the cell. a. Muscle cell b. c.
d. The is between the nucleus and the membrane. d. e.
4 5
ii
Teacher's resources
Teacher's Book Class Audio
The Essential Science Plus Teacher’s The Class Audio includes
Book offers step-by-step lesson plans ++',#% recordings of all the texts
with full-colour reproductions of the #'%-+ from the Student’s Book
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Student’s Book. Answer keys and two additional listening
are included in the Teacher’s Book. activities per unit.
Cross-references indicate when to use the The additional listening
Essential Science Plus Activity Book. transcripts are at the back
of the Teacher’s Book.
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Teacher's Resource Book
The Essential Science Plus
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is a spiral bound book of
photocopiable worksheets
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with the following sections:

t Reinforcement
t Extension
t Culture
t Investigate!
t Assessment
Answer keys are provided.
Digital resources
The i-solutions pack consists of four CDs:
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CD 1 Digital flashcards, Digital posters and Web bank
There are three sections. The Digital flashcard bank provides over 150

images to project onto a whiteboard or to print out. Each image offers

the option of listening to the audio and viewing the written word.

The Digital posters can be printed when required. The Web bank includes

some of the best, free web links for teaching Science, Geography and

History.

CD 2 IWB Activities

The Interactive Whiteboard Activities CD contains five interactive activities

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per unit which can be used to help reinforce the course content in a fun way.

CD 3 i-book

The i-book contains all the core course material in interactive format:
Student’s Book, Activity Book, Teacher’s Book and Teacher’s Resource
Book, as well as the Answer keys to all the components.
CD 4 Teacher’s resources
This CD contains the PDFs of the Teacher’s Resource Book.
iii
Student's Book
Opener page and Refresh your memory!
1
Unit 1
Living things REFRESH YOUR MEMORY!

Number and title of
the unit 1.1
forest floors, tree trunks and even on top of each
LIFE PROCESSES
What three life processes do all living things
HABITATS
What is a habitat?
other. They need moist, cool temperatures and carry out? a. A place where plants and animals live.
and can be found in the autumn and spring.
a. Interaction, breathing and reproduction.
b. Growing, living and breathing.
b. A very large place where animals live.
c. A small place where only plants live.
Question cards with
mushrooms, but they can look very similar,
which makes them very hard to identify. Wild
mushrooms are often spectacular. Some are
c. Nutrition, interaction and reproduction.
d. Being born, living and dying.
d. A place where animals obtain food
and water. multiple choice
Full-colour edible and delicious, but others can be poisonous.
answers. Students
photographs test a partner’s
designed to capture previous knowledge
the students’ attention in a fun way.
and introduce the REPRODUCTION
What is a viviparous animal?
PLANTS AND ANIMALS
a. they move more slowly.
theme of the unit a. An animal that lays eggs.

b. An animal that has lungs.
b. they make their own food.
c. they grow in all directions.
LOOK, READ AND SAY
Where can you find wild mushrooms?
Why can you find wild mushrooms in autumn
Questions to introduce
and spring?
correctly?
the main theme and Have you ever been mushrooming? Where
did you go?
draw on students’ animals?
4 WHAT DO YOU REMEMBER? Test your partner. five 5

previous knowledge
Information and practice pages

Unit 1
The organization of living things Systems. Organs join together to form systems. Organs
within systems work together to perform a common function.
For example, the muscular system makes our body move.
A B Organisms. Finally, all the different types of systems work

together to form an organism. In a multicellular living thing,
cells, tissues, organs and systems all work together so the
organism functions correctly.
Activities
1 WORK WITH THE PICTURE. Look at the diagram. Describe to your partner the different
1 Examples of tissues. A. The muscle levels of organization of a dog.
1.5 Levels of organization

tissue of an animal. B. The epidermal
tissue of a plant.
2 Copy and complete the text.
Groups of cells work together to form . Tissues are organized to form .
Activities to practise
Texts recorded on
Multicellular living things are made up of many different types
of cells. These cells work together at different levels.
The levels of organization of multicellular organisms include:
Animals have
of epidermal cells.
tissue which consists of muscle cells. Plants have which consist
the main concepts
the Student’s and
Tissues. Groups of the same type of cells join together to 1.6 3 Copy the pictures
form tissues. All the cells which form a tissue perform the
same function. For example, animals have muscle tissue
in your notebook.
Label the levels and language
the Class Audios
which consists of many muscle cells. Plants also have of organization
tissues, for example, the epidermis is the tissue that covers and connect them
leaves and consists of epidermal cells. 1 in order with arrows
Organs. Tissues join together to form organs. Tissues in to make a diagram.
organs work together to perform a common function.
For example, muscle tissues join together to make the
muscle organ. Plants also have organs. 2 2 Leaves and stems are plant organs.
CELLS TISSUES ORGANS SYSTEMS ORGANISM
muscle cell muscle tissue
Key vocabulary organ: muscle
High-quality
is highlighted muscular system
photographs and
in bold
dog
bone cell organ: bone
illustrations to illustrate
bone tissue skeletal system
8 eight nine 9
the contents
Additional listening activities on the

Class Audio
iv
Practising competences and Show what you know
Unit 1
Practising competences Show what you know
IDENTIFYING THE PARTS OF A MICROSCOPE 1 Copy the table and tick (✔). 2 Copy and complete the diagram of the
levels of organization.
Activities to practise Cells, as well as some other living things, are so small that we cannot see them
with the naked eye. However, we can observe them through a microscope. membrane
animal cell plant cell
organism
A microscope is an instrument with several lenses that make very small objects appear cell wall
interdisciplinary much larger than they really are.
Tube. It supports
nucleus
cytoplasm
ANSWER THE QUESTIONS
skills related to the Eyepiece. It contains

the lens you look through.
the eyepiece.
When using a microscope…
a. where do you place the sample?
organelles
chloroplasts
cells
unit theme.
b. which parts contain lenses?
c. how do you focus the sample?
Objective lenses. d. how do you control the light?
These lenses 3 Compare plants and animals to fungi. Write sentences in your notebook describing
magnify the sample. how fungi are similar to plants, and how they are similar to animals.
Revision of content
Stage. This is where
Arm. It supports the
you put the sample.
different parts of
the microscope.
Diaphragm.
It controls the amount of
light projected onto the
Focusing knobs.
and language from
They help to adjust
sample.
the focus.
the unit
Light source. It provides Base. It supports
light to look at the sample. the microscope.
4 Copy and complete the sentences with fungi, monerans and/or protists.
a. ……. and ……. can be multicellular.
b. ……. and ……. can make their own food.
c. ……. and ……. can move about.
Investigate!
1 What lives in a drop of pond water? d. ……. and ……. can be harmful.
Investigative tasks
Instructions
1. Put a drop of pond water on a 4. Draw what you see in your notebook. 5 SPEAKING. Read and discuss with your partner which kingdom each living thing
microscope slide and place a cover Label the parts of cells that you can belongs to.
to stimulate curiosity slip over it.

2. Put the slide on the microscope stage.
3. Look through the eyepiece. Use the
identify. Can you tell if any of the cells are
plants or protozoa? Explain.
Now write some sentences under your
a. It is a multicellular living thing. It cannot move about. It makes its own food.
b. It is a unicellular living thing. It is very small and can be harmful.
Activities
and practise the picture, describing what you see. c. It is a multicellular living thing. It can move about. It feeds on other organisms.
focusing knobs to adjust the focus. Start
practising specific
with the large knob. d. It is a multicellular, aquatic living thing. It makes its own food.
e. It is a multicellular living thing. It cannot move about. It feeds on other organisms.
scientific method. 12 twelve thirteen 13

competences
are flagged
Special sections
Show that you can
Show that you can

1 Copy and write the part of the cell that corresponds to each description. 5 Copy and complete the sentences.
Then, circle the parts that belong only to plant cells. Which ones correspond to the numbers
on the diagram?
a. Jelly-like material that contains the organelles.
b. Specialized organelles that absorb sunlight. a. absorb water and mineral salts.
c. Rigid covering around the membrane. b. Raw sap travels up to the leaves through
tubes called . 1
d. Part that controls the function of the cell.
e. The covering around the cell. c. Plants take in carbon dioxide through tiny
openings called .
d. Sunlight is trapped by a green substance 2
2 Look at the pictures and name the kingdom each living thing belongs to.
called .
Then, write one characteristic of each kingdom.
e. travels through tubes called 3
animal – protista – fungi – monera – plant phloem vessels.
f. Plants release through stomata.
a b c d e
6 Copy the words in the correct column.
seed – tuber – stolon – spore – pollen – rhizome – pistil – fruit – stamen – bulb
sexual reproduction asexual reproduction
3 Copy and write the name of each type of vertebrate.

a. Oviparous, cold-blooded, with scales and lungs.
b. Oviparous, warm-blooded, with wings.
c. Oviparous, cold-blooded, with scales and gills.
d. Viviparous, warm-blooded, with fur or hair.
e. Oviparous, cold-blooded, with bare skin. 7 Look at the food web and write your answers.
a. Name two producers in this food web.
4 Copy the table and classify the invertebrates. Then, add one more example of each. b. Name two primary and two secondary
consumers in this food web.
clam – sea urchin – yellow tube sponge – grasshopper – c. Write one food chain with a producer,
sea anemone – earthworm a primary consumer and a secondary
consumer.
d. Write another food chain with a producer
sponges cnidarians worms echinoderms molluscs arthropods
and a primary, secondary and tertiary
consumer.
44 forty-four forty-five 45
At the end of each term, the Show that you can section provides a double-
page with a variety of activity types for assessment and evaluation. These
activities revise the main content as well as the key language.
Key vocabulary
Six pages of key vocabulary, with simple, clear definitions. The key
vocabulary is organised by unit.
v
Teacher's Book
The Essential Science Plus Teacher’s Book reproduces all the sections of the Student’s Book in full-colour.
In addition, it contains step-by-step instructions for each lesson. The structure of each lesson is shown in
clearly marked sections in the teaching notes:
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Each Teacher’s Book unit starts with a double-page programming spread.
Unit programming
An overview of the content

objectives, language A visual map providing an
objectives and assessment List of contents at-a-glance summary of
criteria for the unit for the unit the unit theme and topics
1 Living things Unit outline
Living things
Competences
Competence in linguistic
communication A list of the
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Values education References

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organize the values which students
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vi
Opening page and Refresh your memory!
1
Unit 1
1 1
UNIT
Living things REFRESH YOUR MEMORY!
UNIT
Objectives Refresh your memory!
The main content objectives

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REPRODUCTION
PLANTS AND ANIMALS
Reproduction
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Optional activities for

reinforcement and 4 5
extension
Information and practice pages

Unit 1
UNIT 1 What are cells? 1.3 The parts of a cell
Cells have three main parts: 1 organelles
UNIT 1
Full-colour reproductions
Objectives
of the Student’s Book
1.2 Membrane. This is the covering around the cell.
All living things carry out three basic life processes: nucleus 1.3
nutrition, reproduction and sensitivity. In addition, all Nucleus. This is the part that controls the function of the cell.
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pages
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Key language classified into:
and plant cells are different. cytoplasm
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2 Animal cell and plant cell.

Activities
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Ideas to introduce the
the animal and plant cells. Talk
topic and motivate
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1.2
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1 WORK WITH THE PICTURE. Describe the different types of human cells to your partner.
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2 Copy and complete the sentences.

2 Match and write sentences in your notebook.
The membrane...
The cell wall...
is around the membrane of plant cells.
is between the membrane and the nucleus.
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6 7
Vocabulary is grouped A wide variety of reinforcement

and presented in and extension activities
alphabetical order
vii
Key competences
Key competences are a combination of knowledge, skills and attitudes appropriate to different
contexts and situations. They encourage the development of skills rather than the assimilation
of theoretical content: individuals become ‘competent’ when they learn how to solve problems
effectively. Competences develop progressively and are acquired in different learning situations
and institutions. They are interdisciplinary because they integrate knowledge that originates
in different academic disciplines. Essential Science Plus 5 focusses on key competences in the unit
activities. The Practising competences page per unit helps develop skills related to competences.
Key competences in Science
Competence in Social competence

linguistic communication and citizenship
This is the ability to interpret and use language as a tool This competence refers to the ability to understand and
for oral and written communication. Verbal participate successfully in the society in which we live.
communication is fostered by the exchange of opinions, At Primary level, this is developed by promoting group
the narration of personal experiences and by giving cooperation, solidarity and satisfaction at successfully
oral expositions on different topics. Reading and writing completing given tasks. An understanding of codes
simple texts also develop this competence. of conduct and customs in different environments is
essential. This is achieved through the discussion of
appropriate and inappropriate behaviour in different
Mathematical situations.
competence
This competence is the ability to use numbers, perform Cultural and artistic
basic operations, understand symbols and solve
competence
problems in order to interpret the physical world.
Natural Science includes mathematical interpretations This competence involves recognising the importance
and the mathematical expression of natural facts of artistic creations at various times in history and in
and phenomena. different cultures. It includes the appreciation of the
visual arts, music and literature. The systematic
interpretation of illustrations and photographs helps to
Knowledge and interaction develop this competence.
with the physical world
This competence develops the ability to interact with Competence in ‘learning
the physical world and apply the scientific method to
to learn’
explain its phenomena. At Primary level, students are
encouraged to define and solve problems, design This competence is acquired by learning how to apply
and carry out simple experiments, work out solutions, different techniques aimed at selecting, organizing,
analyse and describe their results. interpreting and memorizing information. The sections
Show what you know and Show that you can give
students the opportunity to summarize what they have
Processing information and digital learned.
competence
This is the ability to use both traditional and modern Autonomy and personal
technologies to obtain, process and transmit
initiative
information found in traditional and digital media.
Students learn how to use lists, tables and file cards The study of Science demands autonomy and initiative.
to classify information. They develop confidence in From the moment a hypothesis is formulated, until
and a critical use of Information and Communication conclusions are reached, students need to plan and
Technology (ICT). organize their work creatively and with critical sense.
viii
Contents
Introduction
Student's material ...................................................... ii
Teacher's resources................................................... iii
Student's Book ........................................................... iv
Teacher's Book ........................................................... vi
Key competences ...................................................... viii
Teacher's Book contents ........................................... ix
Student's Book 5 contents ......................................... x
Student's Book 6 contents ......................................... xii
Lesson plans
Term 1
Unit 1 ........................................................................... 4
Unit 2 .......................................................................... 14
Unit 3 .......................................................................... 24
Unit 4 .......................................................................... 34
End of Term 1 .............................................................. 44
Term 2
Unit 5 .......................................................................... 46
Unit 6 .......................................................................... 56
Unit 7 ........................................................................... 66
Unit 8 .......................................................................... 76
End of Term 2 ............................................................. 86
Term 3
Unit 9 .......................................................................... 88
Unit 10 ......................................................................... 98
Unit 11 .......................................................................... 108
Unit 12 ......................................................................... 118
End of Term 3 ............................................................. 128
Key vocabulary .......................................................... 130

Audio transcripts ....................................................... 136
Answer key................................................................. 142
ix
Student's Book 5 Contents
UNIT TOPICS PRACTISING COMPETENCES
1 Living things tWhat are cells?

tThe parts of a cell
tThe organization of living thing s
Identifying the parts of a microscope
tThe classification of living things

tThe animal, plant and fungi kingdoms
tThe monera and the protista kingdoms
4
2 Animals tVertebrates. Mammals and birds

tVertebrates. Reptiles, amphibians and fish
tInvertebrates. Sponges, cnidarians
Discovering interesting marine
animals
and worms
tInvertebrates. Echinoderms and molluscs
tArthropods
14 tInsect groups
3 Plants tPlant classification. Non-flowering plants

tSeed-producing plants
tPlant sensitivity
Observing and displaying the parts
of a flower
tPlant nutrition
tSexual reproduction
tAsexual reproduction
24
4 Ecosystems tComponents of ecosystems

tRelationships in ecosystems
tNutrition in ecosystems
Fighting solid waste pollution
tFood chains and food webs

tEcosystems in danger
tProtecting ecosystems
34
END OF TERM
5 The Universe tComponents of the Universe

tTypes of galaxies
tThe Solar System. The Sun and the planets
Observing the skies
tDwarf planets and small celestial bodies

tSpace exploration
tLiving in Space
46
6 The Earth tThe Earth’s spheres: the geosphere

and the hydrosphere
tThe atmosphere and the biosphere
Analyzing the consequences
of a natural disaster
tExternal changes to the Earth’s crust

tVolcanoes and earthquakes
tTypes of rocks
tThe rock cycle
56
x
7 The landscapes
of Spain
tLandscapes of the Iberian Peninsula
tMountains of the Iberian Peninsula
tSpanish coasts and Islands
Using a map scale to calculate
distances
tRivers in Spain
tThe watersheds of Spain
tLakes, lagoons and reservoirs
66
8 The climates
of Spain
tClimate
tFactors that affect climate
tClimate variation in Spain
Looking at climatic conditions to help
plan a trip
tThe climates of Spain

tThe climates of Spain
tVegetation in Spain
76
END OF TERM
9 Population
and the economy
tPopulation and population density
tFactors affecting population
tThe population of Spain
Analyzing the production process
tThe primary sector in Spain

tThe secondary sector in Spain
tThe tertiary sector in Spain
88
10 Prehistory tThe Palaeolithic Age

tTools and art in the Palaeolithic Age
tThe Neolithic Age
Discovering the work
of archaeologists
tTools and art in the Neolithic Age

tThe Metal Ages
tNew inventions and megalithic
98 monuments
11 Ancient History tPre-Roman times

tEarly colonizers
tRoman Hispania. Political life
Using timelines to organize past
events
tRoman Hispania. Social life

tPre-Roman art
tRoman art and architecture
108
12 The Middle Ages tThe Visigoths

tAl-Andalus
tLife in Al-Andalus
Comparing Romanesque and Gothic
architecture
tThe Christian Kingdoms

tMedieval cities
tArchitecture in the Middle Ages
118
END OF TERM AND KEY VOCABULARY
xi
Student's Book 6 Contents
1 Nutrition tNutrition and diet

tThe digestive system
tThe respiratory system
Learning the basics of First aid
tThe circulatory system

tBlood circulation
tThe excretory system
4
2 Sensitivity I tSkin, tongue and nose

tEyes
tEars
Being physically active
tThe skeletal system

tThe muscular system
tMovement
14
3 Sensitivity II tThe nervous system

tCentral and peripheral nervous systems
tVoluntary and reflex movements
Studying reflexes and reaction times
tThe endocrine system

tThe endocrine glands
tInternal coordination
24
4 Reproduction tSexual characteristics

tThe female reproductive system
tThe male reproductive system
Distinguishing between identical
and fraternal twins
tFertilization
tPregnancy
tBirth and lactation
34
END OF TERM
5 Matter tGeneral properties of matter

tSpecific properties of matter
tClassification of matter. Composition
Learning how to separate mixtures
tPhysical states of matter

tPhysical changes in matter
tChemical changes in matter
46
6 Energy tForms of energy

tProperties of energy
tRenewable energy sources
Discovering the effects of global
warming
tNon-renewable energy sources

tEnergy consumption and saving
tLight
56
xii
7 Electricity
and magnetism
t&MFDUSJDBMDIBSHFT
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Testing conductivity
t1SPEVDUJPOBOEEJTUSJCVUJPOPGFMFDUSJDJUZ
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66
8 Machines
and technology
tTypes of machines I
tTypes of machines II
tComplex machines
Using electronic devices in
moderation
tInside a machine
tTechnological advances
tComputers
76 tThe Internet and social networks
END OF TERM
9 Landscapes
of Europe
t1MBJOT
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Learning about a European country
t3JWFSTBOEMBLFT
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88
10 Population &
organization:
Europe and Spain
tThe population of Europe
tThe European Union I
tThe European Union II
Interpreting a migration map
tThe population of Spain

tTerritorial organization of Spain
tPolitical organization of Spain
98
11 Spain from
Prehistory to
the 17th century
t1SFIJTUPSZ
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Creating a data sheet about
an historical source
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108
12 Spain from
the 18th century
tBourbon Spain
tThe 19th century
tThe 20th century I
Analyzing an historical work of art
tThe 20th century II

tTransition and democracy
tSpain’s modern democracy
118
END OF TERM AND KEY VOCABULARY
xiii
1 Living things
Unit content
Content objectives Contents

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Suggested timing for the unit

October November December
4A
Unit outline
Competences
Competence in linguistic
Living things communication
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Values education
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4B
UNIT 1
1 Living things
Objectives
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other. They need moist, cool temperatures and
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mushrooms, but they can look very similar,
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1.1
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4
Unit 1
REFRESH YOUR MEMORY!

UNIT 1
Refresh your memory!

LIFE PROCESSES HABITATS t 6TFUIFTFSFWJTJPODBSETUPIFMQ
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carry out? a. A place where plants and animals live. PGUIFVOJUUPQJD
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c. Nutrition, interaction and reproduction. d. A place where animals obtain food t "TL4TUPHJWFTPNFFYBNQMFT
d. Being born, living and dying. and water.
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Habitats
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WHAT DO YOU REMEMBER? Test your partner. five 5
Reinforcement
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5
UNIT 1 What are cells?
Objectives 1.2
All living things carry out three basic life processes:
nutrition, reproduction and sensitivity. In addition, all
t 5PMFBSOUIFCBTJDDIBSBDUFSJTUJDT living things are made up of cells.
PGDFMMT 2 Baker’s yeast, used to make bread, is
Cells are the basic units of life. Most cells are very small and a unicellular living thing.
t 5PJEFOUJGZUIFNBJOQBSUTPGBDFMM can only be seen through a microscope.
t 5PEJGGFSFOUJBUFCFUXFFOBOJNBM Cells are living units and they carry out the three basic life
BOEQMBOUDFMMT processes. In addition, cells can specialize to perform
a particular function. 1
Depending on the number of cells, living things can be
Key language classified into:
t 7PDBCVMBSZBOETUSVDUVSFTOVUSJUJPO Unicellular. Living things made up of a single cell. 2
TFOTJUJWJUZ SFQSPEVDUJPODFMMXBMM Multicellular. Living things made up of many cells. Plants 3 All plants and animals are
and animals are multicellular. 3 multicellular living things.
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CFDPNQPTFEPG TQFDJBMJ[FCBTJD red blood celll
KFMMZMJLF NVMUJDFMMVMBSVOJDFMMVMBS
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white blood cell
Presentation lliver cellll

neuron
t "TL4TUPOBNFUIFUISFFCBTJDMJGF intestine cell
QSPDFTTFTPGMJWJOHUIJOHT
t 4IPXQJDUVSFTPGDFMMT4TEFTDSJCF
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Activities
BSFNBEFVQPGDFMMT
1.2 1 WORK WITH THE PICTURE. Describe the different types of human cells to your partner.
Talk about their shape and their particular function.
2 Copy and complete the sentences.

t 1MBZTrack 1.2.4TMJTUFOBOESFBE
a. Every living thing is made up of .
t "TL)PXDBOXFTFFWFSZTNBMM
b. We are living things.
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c. We can only see cells through a .
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d. All cells carry out the life processes of , reproduction and .
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Activities
1. Work with the picture. Describe
the different types of human cells Reinforcement
to your partner. t %SBXUIFEJGGFSFOUUZQFTPGIVNBODFMMTPOUIFCPBSE7PMVOUFFSTEFTDSJCF
t "TL4TBCPVUUIFEJGGFSFOUIVNBO FBDIPOF5IFZUBMLBCPVUJUTTIBQFBOEGVODUJPO
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2. Copy and complete the sentences.
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6
Unit 1
1.3 The parts of a cell UNIT 1
Cells have three main parts: 1 organelles
Membrane. This is the covering around the cell.

nucleus 1.3
Nucleus. This is the part that controls the function of the cell.
Cytoplasm. This is a jelly-like material, composed mainly of cytoplasm membrane
t 1MBZTrack 1.34TMJTUFOBOESFBE
water, between the nucleus and the membrane. It contains 5IFZQPJOUUPUIFNBJOQBSUTPG
the organelles, which carry out different functions of the cell. 1 The main parts of a cell.
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Animal and plant cells t "TL)PXBSFQMBOUBOEBOJNBM
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All animal and plant cells have three main parts: a membrane, organelles
a nucleus and cytoplasm with organelles. However, animal QMBOUDFMMTBCTPSCTVOMJHIU 8IZ
cytoplasm
and plant cells are different. EPQMBOUTOFFETVOMJHIU 8IBU
Plant cells have specialized organelles called chloroplasts that NBLFTQMBOUTHSFFO 8IBUNBLFT
absorb sunlight, which plants need to make their own food. nucleus TPNFQMBOUTUFNTIBSE
Chloroplasts contain chlorophyl, which makes plants green.
cell wall
Plant cells are usually bigger and have a regular shape.
chloroplasts
Activities
Plant cells have a rigid cell wall around the membrane. 3 2 Animal cell and plant cell.
1. Work with the picture. Compare
the animal and plant cells. Talk
about how they are similar and
how they are different.
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8IJDIDFMMTIBWFBDFMMXBMM
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Activities TJNJMBSBOEIPXUIFZBSFEJGGFSFOU
1.4 1 WORK WITH THE PICTURE. Compare the animal and plant cells. Talk about how they 1.4
are similar and how they are different.
2 Match and write sentences in your notebook. t 1MBZTrack 1.4.4TMPPLBUUIF

The membrane... is around the membrane of plant cells. JMMVTUSBUJPO MJTUFOBOEDIFDLUIFJS
The cell wall... is between the membrane and the nucleus. BOTXFST
The nucleus... are specialized plant organelles. 2. Match and write sentences
The cytoplasm... controls the function of the cell.
in your notebook.
The organelles... is the covering around the cell.
t 7PMVOUFFSTSFBEPVUUIFCFHJOOJOH
The chloroplasts... are located in the cytoplasm.
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seven 7 t 4TXSJUFUIFDPNQMFUFTFOUFODFT
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Reinforcement
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Extension
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7
UNIT 1
The organization of living things
Objectives
A B
t 5PMFBSOUIBUNVMUJDFMMVMBS
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t 5PJEFOUJGZUIFEJGGFSFOUMFWFMTPG
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TZTUFNT PSHBOJTNT
1 Examples of tissues. A. The muscle
tissue of an animal. B. The epidermal
Key language 1.5 Levels of organization tissue of a plant.
Multicellular living things are made up of many different types
t 7PDBCVMBSZBOETUSVDUVSFT of cells. These cells work together at different levels.
FQJEFSNJT PSHBO PSHBOJTN The levels of organization of multicellular organisms include:
PSHBOJ[BUJPO TZTUFN UJTTVF Tissues. Groups of the same type of cells join together to
CFNBEFVQPG DPOTJTUPG GPSN form tissues. All the cells which form a tissue perform the
same function. For example, animals have muscle tissue
KPJOUPHFUIFS QFSGPSN XPSL which consists of many muscle cells. Plants also have
UPHFUIFSDPNNPO FQJEFSNBM tissues, for example, the epidermis is the tissue that covers
NVTDVMBSXJUIJO5JTTVFTKPJO leaves and consists of epidermal cells. 1
UPHFUIFSUPGPSNPSHBOT Organs. Tissues join together to form organs. Tissues in
organs work together to perform a common function.
For example, muscle tissues join together to make the
Presentation muscle organ. Plants also have organs. 2 2 Leaves and stems are plant organs.
t "TL8IBUEPFTVOJDFMMVMBSNFBO
8IBUEPFTNVMUJDFMMVMBSNFBO "SF
TISSUES
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1.5
t 1MBZTrack 1.5.4TMJTUFOBOESFBE muscle cell muscle tissue

organ: muscle
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bone cell organ: bone
PSHBOT
bone tissue
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8 eight
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t "TL8IBUBSFTZTUFNTNBEF Reinforcement
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Extension
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8
Unit 1
Systems. Organs join together to form systems. Organs
UNIT 1
within systems work together to perform a common function.
For example, the muscular system makes our body move.
t 'PDVTPOUIFEJBHSBNPGUIFMFWFMT
Organisms. Finally, all the different types of systems work
together to form an organism. In a multicellular living thing, PGPSHBOJ[BUJPOPGUIFNVTDVMBS
cells, tissues, organs and systems all work together so the TZTUFNPOQBHFTBOE4TGPMMPX
organism functions correctly.
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Activities TZTUFNPGUIFEPH
1 WORK WITH THE PICTURE. Look at the diagram. Describe to your partner the different
t %SBXBýPXDIBSUPOUIFCPBSE
levels of organization of a dog. DFMM→UJTTVF→PSHBO→TZTUFN
2 Copy and complete the text.
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Groups of cells work together to form . Tissues are organized to form .
EJBHSBN
Animals have tissue which consists of muscle cells. Plants have which consist t "TL8IBUJTCPOFUJTTVFNBEFVQ
of epidermal cells. PG 8IBUBSFCPOFTNBEFVQPG
1.6 3 Copy the pictures 8IBUJTUIFTLFMFUBMTZTUFNNBEF
in your notebook. PG &UD
Label the levels
of organization
and connect them Activities
in order with arrows
to make a diagram. 1. Work with the picture. Look at
the diagram. Describe to your
partner the different levels
of organization of a dog.
t 4TMPPLBUUIFEJBHSBNPOQBHFT
BOE"TL8IBUMFWFMTPG
SYSTEMS ORGANISM
PSHBOJ[BUJPODBOZPVTFF 8IBU
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2. Copy and complete the text.
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muscular system UIFNJTTJOHXPSET
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dog
3. Copy the pictures in your
skeletal system
notebook. Label the levels
of organization and connect
nine 9 them in order with arrows
to make a diagram.
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&UD
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Extension BEJBHSBN5IFZMBCFMUIFMFWFMT
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9
UNIT 1 The classification of living things
Objectives 1.7
Living things are classified into groups called kingdoms. There are five
kingdoms:
t 5PSFDPHOJ[FUIBUMJWJOHUIJOHTBSF
Animal kingdom Plant kingdom Fungi kingdom
DMBTTJåFEJOUPåWFLJOHEPNT
Monera kingdom Protista kingdom
t 5PJEFOUJGZUIFNBJODIBSBDUFSJTUJDT
PGFBDIPGUIFåWFLJOHEPNT
t 5PMFBSOBCPVUWJSVTFT
Animal kingdom A B
Key language The main characteristics of animals are:

They are multicellularr living things.
t 7PDBCVMBSZBOETUSVDUVSFTBMHB They eat other living things.
C
BMHBF
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GVOHJ
QSPUP[PB TUJNVMVT TUJNVMJ
They have a nervous system and sense organs.
TVCTUBODFCFåYFEUP DBVTF They reactt to stimuli.
Animals. A. Squirrel. B. Dolphin. C. Lynx.
GFFEPO NPWFBCPVU SFBDU
BCVOEBOU BRVBUJD IBSNGVM Plant kingdom
IFMQGVM NJDSPTDPQJD NVMUJDFMMVMBS The main characteristics of plants are: A B
VOJDFMMVMBS WJTJCMFCFOFBUINBJOMZ They are multicellularr living things.
UPXBSET5IFZDBODBOOPUNPWF They can make their own food by using
sunlight and substances from the soil.
BCPVU
They cannot move aboutt because they are
fixed by roots.
Presentation They do not have a nervous system or
sense organs.
t 4TCSBJOTUPSNUIFNBJO
They can reactt to stimuli, for example, many
DIBSBDUFSJTUJDTPGMJWJOHUIJOHT
plants grow towards the light. Plants. A. Bean shoot. B. Daisies.
t 4IPXQJDUVSFTPGEJGGFSFOUMJWJOH
UIJOHT4TTBZIPXUIFZBSFTJNJMBS Fungi kingdom
PSIPXUIFZBSFEJGGFSFOUGSPN Fungi are different from animals and plants. Most
FBDIPUIFS of a fungus grows beneath the soil. A mushroom
is the visible part of a fungus.
1.7 They are mainly multicellularr living things,
although some are unicellular.
t 1MBZTrack 1.7.4TMJTUFOBOESFBE They cannot make their own food. They feed
on other organisms.
t "TL8IBUBSFUIFNBJO They cannot move aboutt because they are
DIBSBDUFSJTUJDTPGUIF BOJNBM
fixed to something. Most fungi are multicellular.
LJOHEPN &UD
10 ten
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Extension
t 4TTFBSDIUIF*OUFSOFUGPSBTJNQMFTUSVDUVSBMEJBHSBNPGGVOHJ5IFZESBX
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10
Unit 1
1.8 Monera kingdom UNIT 1
The main characteristics of monerans are: A B
They are unicellular living things.
1.8
This kingdom includes bacteria, the most abundant
living things. Bacteria are very small and can only t 1MBZTrack 1.8. 4TMJTUFOBOESFBE
be seen through a microscope.
t "TL8IJDILJOHEPNEPCBDUFSJB
Some bacteria can make their own food, and others
feed on other organisms. CFMPOHUP )PXNBOZDFMMTIBWF
Some bacteria are helpful, like the ones used to UIFZHPU )PXEPUIFZPCUBJO
make yoghurt; but others are harmful, like the ones GPPE
that cause cholera. 1 1 Examples of bacteria. A. Yoghurt. B. Cholera.
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Protista kingdom &YQMBJOUIBUUIFTFBSFNBHOJåFE
JNBHFTTFFOUISPVHI
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They can be unicellular or multicellular living things. BNJDSPTDPQF
They include protozoa, unicellular organisms that t "TL"SFQSPUJTUTVOJDFMMVMBSPS
feed on other organisms. NVMUJDFMMVMBS 8IFSFEPBMHBFMJWF
They also include algae, unicellular or multicellular
t 4TMPPLBUUIFQIPUPHSBQITPG
aquatic organisms that can make their own food. 2
QSPUP[PBBOEBMHBF8IJDIPGUIFTF
Viruses. Viruses are not included in any of the five
QSPUJTUTEPXFOFFEBNJDSPTDPQF
kingdoms because they are not living things. A virus UPTFF 5IFQSPUP[PB
is a microscopic body that can only reproduce 2 A. Protozoa. B. Algae.

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inside living things. Viruses may cause illnesses.
JOBOZPGUIFåWFLJOHEPNT 8IFSF
Activities EPWJSVTFTSFQSPEVDF
1 WORK WITH THE PICTURE. Look at the photographs of animals and plants.
Which characteristics do they illustrate? Activities
2 Choose one of the living things. Describe it and say why it belongs to a certain kingdom. 1. Work with the picture. Look at
3 Draw a Venn diagram in your notebook and include similarities and differences the photographs of animals
between the plant and animal kingdoms. and plants.
4 Copy the table and tick (✔). t *OQBJST 4TEFTDSJCFUIF
DIBSBDUFSJTUJDTPGUIFBOJNBMT
animals plants fungi bacteria protists
BOEQMBOUT
unicellular
2. Choose one of the living things.
multicellular
Describe it and say why it
make their own food
belongs to a certain kingdom.
feed on other organisms
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JTNVMUJDFMMVMBS*UFBUTåTI*UDBO
eleven 11
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3. Draw a Venn diagram in
your notebooks and include
similarities and differences
Reinforcement between the plant and animal
kingdoms.
t %JWJEFUIFDMBTTJOUPUXPUFBNT4IPXQJDUVSFTPGMJWJOHUIJOHT&BDIUFBN
t %SBXB7FOOEJBHSBN XJUIUXP
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t 4TTFBSDIUIF*OUFSOFUUPåOEUIFEJGGFSFODFTCFUXFFOCBDUFSJBBOEWJSVTFT 4. Copy the table and tick (✓).
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11
UNIT 1 Practising competences
IDENTIFYING THE PARTS OF A MICROSCOPE
Objectives
Cells, as well as some other living things, are so small that we cannot see them
t 5PQSBDUJTFLFZDPNQFUFODFT with the naked eye. However, we can observe them through a microscope.
BSJTJOHGSPNUIFVOJU A microscope is an instrument with several lenses that make very small objects appear
much larger than they really are.
t 5PBQQMZLFZDPODFQUT
Tube. It supports
t 5PJEFOUJGZUIFQBSUTPGBNJDSPTDPQF ANSWER THE QUESTIONS
the eyepiece.
When using a microscope…
Eyepiece. It contains
Key language the lens you look through.
a. where do you place the sample?
b. which parts contain lenses?
t 7PDBCVMBSZBOETUSVDUVSFTBSN c. how do you focus the sample?
CBTF EJBQISBHN FZFQJFDF Objective lenses. d. how do you control the light?
These lenses
GPDVTJOHLOPC MJHIUTPVSDF magnify the sample.
PCKFDUJWFMFOT TUBHF UVCF5IJTJT
XIFSFZPVQVUUIFTBNQMF
Stage. This is where
Arm. It supports the
you put the sample.
Presentation different parts of
the microscope.
t 4IPX4TQJDUVSFTPGEJGGFSFOU Diaphragm.
LJOETPGNJDSPTDPQFT4IPXJNBHFT It controls the amount of
Focusing knobs.
light projected onto the
PGUIJOHTBTTFFOUISPVHI sample.
They help to adjust
the focus.
BNJDSPTDPQF
t 7PMVOUFFSTSFBEUIFUFYUBOEUIF Base. It supports
Light source. It provides
QBSUTPGUIFNJDSPTDPQF light to look at the sample. the microscope.
t *OHSPVQT 4TBOTXFSUIFRVFTUJPOT
Activities
Investigate!
1 What lives in a drop of pond water?
1. Investigate! What lives in a drop
Instructions
of pond water?
1. Put a drop of pond water on a 4. Draw what you see in your notebook.
t "TL8IBULJOEPGUIJOHTEPZPV microscope slide and place a cover Label the parts of cells that you can
UIJOLMJWFJOBESPQPGQPOEXBUFS slip over it. identify. Can you tell if any of the cells are
2. Put the slide on the microscope stage. plants or protozoa? Explain.
t 3FBEUIFJOTUSVDUJPOTXJUIUIFDMBTT
3. Look through the eyepiece. Use the Now write some sentences under your
t 4TMPPLBUUIFMJWJOHPSHBOJTNT focusing knobs to adjust the focus. Start picture, describing what you see.
JOUIFESPQPGQPOEXBUFS ESBX with the large knob.
XIBUUIFZTFFJOUIFJSOPUFCPPLT
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UIFZDBOJEFOUJGZ 12 twelve
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QSPUP[PB &YQMBJO
t 4TXSJUFTFOUFODFTVOEFSUIFJS
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Reinforcement
t %JWJEFUIFDMBTTJOUPUXPUFBNT%FTDSJCFBQBSUPGBNJDSPTDPQF
5IJTJTXIFSFZPVQVUUIFTBNQMF
5IFåSTUUFBNUPTBZUIFOBNF
PGUIFQBSUXJOTBQPJOU 5IFTUBHF
Extension
t 4TTFBSDIUIF*OUFSOFUUPåOEPVUXIZNJDSPTDPQFTBSFVTFGVM
JONFEJDJOF8IPVTFTNJDSPTDPQFT 8IBUEPUIFZVTFUIFNGPS
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12
Unit 1
Show what you know UNIT 1
1 Copy the table and tick (✔). 2 Copy and complete the diagram of the
animal cell plant cell

levels of organization.
Objetives
membrane organism
t 5PSFWJTFLFZWPDBCVMBSZBOE
cell wall DPODFQUTGSPNUIFVOJU
nucleus t 5PHJWF4TUIFPQQPSUVOJUZUPDIFDL
cytoplasm UIFJSPXOQSPHSFTT
organelles cells
chloroplasts Key language

t 7PDBCVMBSZBOETUSVDUVSFTSFWJTJPO
PG6OJU
3 Compare plants and animals to fungi. Write sentences in your notebook describing
how fungi are similar to plants, and how they are similar to animals.
Presentation
t 4TMPPLCBDLUIPVHI6OJUBOE
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Activities
1. Copy the table and tick (✓).
t "TLBCPVUBOJNBMBOEQMBOUDFMMT
%PBOJNBMDFMMTIBWFBDFMMXBMM
4 Copy and complete the sentences with fungi, monerans and/or protists. 4TDPNQMFUFUIFBDUJWJUZJOUIFJS
a. ……. and ……. can be multicellular. OPUFCPPLT
b. ……. and ……. can make their own food.
2. Copy and complete the diagram
c. ……. and ……. can move about.
of the levels of organization.
d. ……. and ……. can be harmful.
t #SBJOTUPSNUIFPSEFSPGUIFMFWFMT
PGPSHBOJ[BUJPO4TDPNQMFUFUIF
5 SPEAKING. Read and discuss with your partner which kingdom each living thing
belongs to.
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a. It is a multicellular living thing. It cannot move about. It makes its own food. 3. Compare plants and animals
b. It is a unicellular living thing. It is very small and can be harmful. to fungi. Write sentences in your
c. It is a multicellular living thing. It can move about. It feeds on other organisms. notebook describing how fungi
d. It is a multicellular, aquatic living thing. It makes its own food. are similar to plants, and how
e. It is a multicellular living thing. It cannot move about. It feeds on other organisms. they are similar to animals.
t 3FWJTFUIFDIBSBDUFSJTUJDTPGQMBOUT
thirteen 13 BOJNBMTBOEGVOHJBOEEJTDVTT
UIFJSTJNJMBSJUJFTBOEEJGGFSFODFT
4. Copy and complete the sentences
with fungi, monerans and/or
protists.
t "TLWPMVOUFFSTUPSFBEPVU
Reinforcement UIFODPNQMFUFUIFTFOUFODFT
t 1MBZ)BOHNBOXJUILFZWPDBCVMBSZGSPNUIFVOJU 4TDPNQMFUFUIFBDUJWJUZJOUIFJS
OPUFCPPLT
Extension 5. Speaking. Read and discuss with
t 5BLF4TPOBåFMEUSJQUPBNVTFVNPGOBUVSBMTDJFODFT#FGPSFHPJOH your partner which kingdom
BTL4TXIBUUIFZXPVMEMJLFUPTFFBOEBTLUIFNUPXSJUFBMJTUPGXIBU each living thing belongs to.
UIFZXBOUUPåOEPVU t *OQBJST 4TSFBEBOEEJTDVTT
UIFTFOUFODFTBOEEFDJEF
POUIFBOTXFST
13

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Essential

Science Plus 5 PRIMARY

comprises ten pages and follows a regular pattern. 1.1

A mosaic of photographs, accompanied by questions,

choice answers. Student’s work with a partner to revise

concepts from the previous course.

The theme of each unit is divided into sub-topics covering

4 WHAT DO YOU REMEMBER? Test your partner. five 5

six pages. Each topic is presented using short texts,

What are cells? 1.3 The parts of a cell

Icons in both the Student's Book and the

Teacher's Book indicate when to use

The CD is in MP3 format.

white blood cell

1 Different types of specialized human cells.

2 Match and write sentences in your notebook.

Practising competences and Show what you know

1 Living things Unit 1

a. All living things are made up of (llesc)

The Essential Science Plus Activity Book offers further

2 Draw the different types of specialized human cells.

organized to form , and organs are organized to form

Each activity is linked to a sub-topic and can be completed

3 Label the five levels of organization of a dog.

of the scientific method.

4 Use the words from Activity 3 to complete the sentences.

a. The controls the function of the cell.

c. The is the covering around the cell. a. Muscle cell b. c.

d. The is between the nucleus and the membrane. d. e.

%& &&#' "

with the following sections:

The Interactive Whiteboard Activities CD contains five interactive activities

Living things REFRESH YOUR MEMORY!

theme of the unit a. An animal that lays eggs.

draw on students’ animals?

4 WHAT DO YOU REMEMBER? Test your partner. five 5

Information and practice pages

A B Organisms. Finally, all the different types of systems work

1.5 Levels of organization

CELLS TISSUES ORGANS SYSTEMS ORGANISM

muscle cell muscle tissue

Key vocabulary organ: muscle

Additional listening activities on the

interdisciplinary much larger than they really are.

skills related to the Eyepiece. It contains

to stimulate curiosity slip over it.

scientific method. 12 twelve thirteen 13

Show that you can

sexual reproduction asexual reproduction

3 Copy and write the name of each type of vertebrate.

An overview of the content

1 Living things Unit outline

What are cells?

t %FTDSJCJOHUIFMFWFMTPGPSHBOJ[BUJPO develop in the

t 5PMFBSOBCPVUUIFåWFMFWFMTPGPSHBOJ[BUJPOPGNVMUJDFMMVMBSMJWJOH t -FWFMTPGPSHBOJ[BUJPOPG The classification of living things

Assessment criteria t 4IPXJOHJOUFSFTUJOEJGGFSFOU 8IBUMJWFTJOBESPQPGQPOE *EFOUJGZJOHUIFQBSUTPGB

UJTTVF PSHBO TZTUFN PSHBOJTN DMBTTJåDBUJPOPGMJWJOHUIJOHTJOUP t 'JOEJOHPVUXIBUMJWFTJOBESPQPG

Values education References

A calendar to help References to educational

Objectives Refresh your memory!

The main content objectives

for each lesson

A summary of the key TFBTPOBM TQFDUBDVMBS 8SJUFUIFNPOUIFCPBSE5IFO

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A summary of the key TFBTPOBM TQFDUBDVMBS 8SJUFUIFNPOUIFCPBSE5IFO

observation skills, activate UIFRVFTUJPOTPOUIFQBHF"TL

introduce the main theme of ) BWFZPVTFFOBOZXJME t 6TFUIFQIPUPTUPQMBZTQZTQZXJUINZMJUUMFFZFTPNFUIJOHUIBUCFHJOT t 4BZUSVFPSGBMTFTUBUFNFOUTBCPVUIBCJUBUT SFQSPEVDUJPOBOEQMBOUT

the unit Extension XJOTUIFQPJOU