6 Teacher Naturales

Essential
Science Plus 6 PRIMARY

Teacher’s Book
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Student's material T
Student's Book T
The Essential Science Plus Student’s Book consists of twelve T
1
Unit 1
Nutrition
core units, which are organized into three terms. Each unit B
REFRESH YOUR MEMORY!
comprises ten pages and follows a regular pattern. 1.1 Blood is a gift of life. Donating blood is extremely
important, because blood transfusions are needed
in many operations. Blood is required in organ
NUTRITION
Foods contain nutrients. The main groups
of nutrients are…
THE DIGESTIVE SYSTEM
Digestion is the process by which…
a. our body eliminates the parts of food
w
S
transplants, after traffic accidents and in the
a. carbohydrates, fats, proteins, saliva we do not need.
treatment of illnesses that require blood
and vitamins. b. the heart pumps blood around our body.
components, such as chemotherapy.
b. carbohydrates, proteins, fats, minerals c. the blood carries nutrients and oxygen
There is no substitute for blood. In Spain, a blood
and vitamins.
a
transfusion is needed every two minutes. To become to parts of our body.
Opener page and Refresh your memory! a blood donor, you must be healthy, 18 years old c. blood, saliva, oils and gastric juices. d. our body breaks down food to absorb
or over, and you must weigh at least 50 kilograms. d. milk, calcium, yoghurt and cheese. nutrients.
Thanks to blood donations, many lives are saved
A mosaic of photographs, accompanied by questions,

every year and many people recover from serious
illnesses.
C
introduces the main theme of the unit. Each Refresh your E
memory! page consists of four question cards with multiple THE RESPIRATORY SYSTEM
Which parts of the body make up the
THE EXCRETORY SYSTEM
What is the function of the kidneys?
choice answers. Students work with a partner to revise

respiratory system? a. To carry blood back to the heart from
a. The nose, mouth, trachea, lungs the rest of the body.
and bronchi. b. To store urine.
concepts from the previous course.

b. The heart, lungs, trachea, arteries c. To filter the blood and reabsorb useful
and bronchi. nutrients.
c. The nose, mouth, trachea, lungs d. To filter the blood and reabsorb urine
and kidneys. and other waste substances.
LOOK, READ AND SAY d. The heart, bladder, trachea, lungs
Why is donating blood so important? and bronchi.
Name three situations where a blood
Essential Science Plus 6 PRIMARY
E sse nt i a l S c i e nc e P l u s
transfusion is needed.
Information and practice pages What are the requirements to become

a blood donor?
Do you know anybody who has needed STuDEnT’S MATERIAl
The theme of each unit is divided into sub-topics covering

a blood transfusion?
Would you like to be a blood donor one day? Essential Science Plus 6 PRIMARY Essential
Essential Science Plus 6
Essential
E sse n tial S cie n ce P l u s
Activity Book
PRIMARY
Science Plus 6 PRIMARY Science Plus 6 PRIMARY

4 WHAT DO YOU REMEMBER? Test your partner. five 5
S tu d e n t’s B ook
six pages. Each topic is presented using short texts, 490165 _ 0004-0013.indd 4 23/05/13 17:51 490165 _ 0004-0013.indd 5
6
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Te a c h e r’ s B ook
P R I MAR Y
Essential
photographs and illustrations. Students practise the concepts

Student's Audio
© Richmond Publishing
Santillana Educación, S. L., 2013
CP: 490213
www.richmondelt.com www.santillana.es
and language through simple activities.

www.richmondelt.com www.santillana.es
Student’s Book Activity Book Student’s Audio cD
Student's Audio
TEAchER’S MATERIAl
Essential
Essential Essential Essential
CP: 490209
Essential Science Plus 6 PRIMARY Teacher’s
Esse n tial Sc ie n c e Plu s

Class Audio CD 2 Science Plus 6 Class Audio CD 1 Teacher’s
PRIMARY
UNIT Book TRACKS Science Plus 6 PRIMARY

Class Audio
The Essential Science Plus Class Audio contains two CDs.
UNIT TRACKS Resource Science Plus 6 PRIMARY
Unit 7
Unit 8
7.1 – 7.8
8.1 – 8.8
They include the recordings of all the texts from the Student’s Book,
as well as two additional listening activities per unit. Class Audio Starter unit
Unit 1
0.1 – 0.2
1.1 – 1.8 Book
Unit 9 9.1 – 9.8 Unit 2 2.1 – 2.8
Unit 10 10.1 – 10.8 Unit 3 3.1 – 3.8
Photocopiable worksheets:
Unit 11 11.1 – 11.8 Unit 4 4.1 – 4.8
Teach er’s Book

Unit 12 12.1 – 12.8 Unit 5 5.1 – 5.8 • Reinforcement
Unit 6 6.1 – 6.8 • Extension
• Culture
• Investigate!
• Assessment
6
6
The Essential Science Plus Student’s Audio
class Audio cD
PR IMAR Y
Unit 1
PR I M A R Y
Nutrition and diet The digestive system
Nutrition Digestion is the process of breaking down food into nutrients that our body can use. It normally
contains the recordings of all the

1.2 1.4
A B
takes 24 to 48 hours to digest food. Digestion begins in the mouth and ends at the anus.
Nutrition is a combination of processes which supply our Teacher’s Book Teacher’s Resource Book
body with the substances and the energy we need to live. The digestive system consists of one long tube, the digestive tube, and the helper glands.
presentation texts in the Student’s Book.

There are four processes involved in nutrition: The stages of digestion are:
Digestion. This involves obtaining nutrients from food Food is digested in the mouth, stomach and small intestine. DIGITAl MATERIAl AlSO AVAIlABlE
for our body to use. Digestion takes place in the Digested food is absorbed into the blood in the small intestine. PRIMARY
Essential Essential 6 PRIMARY
digestive system. i-solutions
Essenti a l Sci ence Plus i - soluti ons

CP: 490397
Essential Essential
Digestive system. Respiratory system. Science Plus 6 PRIMARY Science Plus 6 PRIMARY
Remaining solid food (without excess water) turns into faeces in the large intestine.
Icons in both the Student's Book and the

Science Plus 6 PRIMARY Science Plus 6 PRIMARY
Language Language
Language Companion 6
COMPANION
LANGUAGE
The Language Companion is designed to help CLIL teachers in bilingual
Companion 6
Essential Science Plus i-solutions is a box set
IWB Activities
programmes with vocabulary and structures that the children may not have been
containing four CDs which offer digital components
• Digital Flashcards exposed to or have not had sufficient practice with. This innovative multimedia
• Digital Posters
Respiration. This involves obtaining the oxygen we

Companion 6
for the CLIL Science classroom. tool can be used on an interactive whiteboard or on a computer with print
CD 1 • Web bank CD 2 options available for all worksheets.
Faeces leave the body through the anus.

Essential Science Plus i-solutions has the following The Language Companion has two sections: Science and Art. The Science section
components: covers material from the seven Science syllabus topics, while the Art section deals
© Richmond Publishing © Richmond Publishing with ten typical topics for each level.
CD 1 • Digital Flashcards
Santillana Educación, S. L., 2012 Santillana Educación, S. L., 2012 Each section then offers three main areas to practise: Words, Language and
• Digital Posters Primary CLIL
need to live, and releasing carbon dioxide. Respiration

Communication.
CP: 490423
CP: 490419
• Web bank
C D Essential
CD 2 • Interactive Whiteboard Activities Minimum requirements:
CD 3 • i-book
Essential Intel Pentium III (or equivalent); PowerPC G3 800 MHz

(recommended: >1000 MHz)

takes place in the respiratory system.
256 MB of RAM (recommended: >512 MB)
CD 4 • Teacher’s Resources and Maps
6 Screen resolution: 1024x768 pixels
i-book Teacher’s Resources
Loudspeakers
8x CD-ROM Drive
PR I M A R Y
Minimum requirements and instructions:
See readme.txt file in each CD.
CD 3 CD 4 Operating systems:
digestive tube
Teacher's Book indicate when to use

• Windows 98, NT, 2000, XP, Vista and Windows 7
• Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x ©2
011 S.L
.
Circulation. This involves transporting nutrients,

Rich n,
ALSO AVAILABLE © Richmond Publishing © Richmond Publishing • Linux (plugin Flash 8.0 or higher) mond
Publishing - Santillana Educ
ació
Santillana Educación, S. L., 2012 Santillana Educación, S. L., 2013
Instructions:
CP: 490408
CP: 490386
PRIMARY
Language Windows
Companion 6 Insert the CD-ROM. The program will launch
automatically. If the program fails to start
oxygen and waste products throughout the body.

automatically, open the file exeWin.exe to run.
Linux
Mouth. It contains teeth

Language Companion Insert the CD-ROM and open the file exeLinux.htm
Interactive resources to run. For full screen press F11.
helper glands
Primary CLIL
cian magenta amarillo negro
for Science and Art Mac
Insert the CD-ROM and open the file exeMac.app to run.
Circulation takes place in the circulatory system.
PuBLISHING
that break down food. www.richmondelt.com www.santillana.es
www.richmondelt.com Primary CLIL
Excretion. This involves eliminating waste produced in

cian magenta amarillo negro
i-solutions Language Companion
the recordings.
Pharynx.
our body. Excretion takes place in the excretory system. Circulatory system. Excretory system. Salivary glands.
Interactive resources for
They produce saliva. Oesophagus. It connects • Digital Flashcards, • Interactive Whiteboard Science and Art
the mouth and the stomach. Posters and Web bank Activities
1.3 Diet
• i-book • Teacher’s Resources
The CD is in MP3 format.

A complete balanced diet means eating the right amount of food from each of the food groups. Stomach. It produces
Liver. It releases bile gastric juices.
You should drink water regularly. into the small intestine.
Small intestine. It is covered
Don't eat too many sweets and animal fats. with tiny, finger-like
projections, called villi and
Pancreas. It releases
produces intestinal juices.
Fats provide energy. Oils and butter. pancreatic juice into
the small intestine.
Large intestine. It forms solid
Proteins are necessary for growth, and to repair our waste called faeces. Anus.
body. Meat, fish, eggs, legumes, seeds and nuts. It is the opening for faeces.
490187_cubierta _ 0001-0001.indd 1
The digestive system.
Essential
Vitamins and minerals are necessary for our body
to function properly. Fruit and vegetables.
Activities
Fibre helps maintain a healthy digestive system.
Vegetables, whole grains and cereals. 1 WORK WITH THE PICTURE. Look at the diagram. Describe to your partner what happens
when you eat an apple, from when you take a bite, to when you go to the toilet.
Student's Audio
Carbohydrates provide energy. Cereals, rice.
2 Copy and complete the sentences and write them in order.
Water is an essential nutrient. It transports
The food pyramid. a. Solid waste forms in the . d. Food is broken down with and
other nutrients and waste around the body.
b. Gastric juices are produced in the . mixed with .
Activities c. Faeces are released through the . e. Nutrients are absorbed in the .
3 WORK WITH THE PICTURE. Look at the food pyramid on page 6. With a partner, name © Richmond Publishing
1 Write one sentence in your notebook about each of the four processes involved in nutrition. the food groups and the foods they include. What foods do you eat regularly? Santillana Educación, S. L., 2013
CP: 490213
6 six
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seven 7
23/05/13 17:51
D
Practising competences and Show what you know
The Practising competences page is designed to help Essential
Es s en ti al S c ie nc e P l us i -s o l ut i o n s
CP: 490397

students become competent in interdisciplinary skills related 490213_cubierta _ 0002-0002.indd 2 24/01/13 09:38
Essential Science Plus i-solutions is a box set
to the unit theme. Each unit ends with a revision page, Show
containing four CDs which offer digital components
for the CLIL Science classroom.
Essential Science Plus i-solutions has the following
what you know, with activities covering the key concepts. components:
CD 1 • Digital Flashcards
• Digital Posters
• Web bank
CD 2 • Interactive Whiteboard Activities

1 Nutrition Unit 1
CD 3 • i-book
Activity Book
1 Unscramble the words and complete the text about nutrition. 1 Label the diagram of the respiratory system. Then, use the same words to complete the text.
Nutrition is a combination of processes which supply

CD 4 • Teacher’s Resources
6
P RI M A R Y
our body with the (sstaubcens)
Minimum requirements and instructions:
and the (rgeney) we need See readme.txt file in each CD.
to live. The four processes involved in nutrition are
The Essential Science Plus Activity Book offers further (esgtiodin)
(riratiespon)
,
,
PRIMARY
6
ALSO AVAILABLE
PRIMARY
practice of the concepts introduced in the Student’s Book.

(ulacirction)
Language
Language Companion 6
COMPANION
LANGUAGE
The Language Companion is designed to help CLIL teachers in bilingual

programmes with vocabulary and structures that the children may not have been
exposed to or have not had sufficient practice with. This innovative multimedia
Companion 6
tool can be used on an interactive whiteboard or on a computer with print
and (retieoxcn) .
options available for all worksheets.
The Language Companion has two sections: Science and Art. The Science section
covers material from the seven Science syllabus topics, while the Art section deals
with ten typical topics for each level.
Each section then offers three main areas to practise: Words, Language and
Communication.
When we inhale, air enters through the nostrils and goes to the . From here, air
Minimum requirements:
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
Each activity is linked to a sub-topic and can be completed

(recommended: >1000 MHz)
2 Read about the digestive system and write T (true) or F (false). Correct the false sentences.
256 MB of RAM (recommended: >512 MB)
Screen resolution: 1024x768 pixels
8x CD-ROM Drive
Loudspeakers
travels down the Operating systems:

•
•
Windows 98, NT, 2000, XP, Vista and Windows 7
Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
and the trachea. The divides into two
a. The digestive system breaks down food into nutrients that our body can use.
• Linux (plugin Flash 8.0 or higher)
Instructions:
that take air to the . Language Companion

Windows
Insert the CD-ROM. The program will launch
automatically. If the program fails to start
automatically, open the file exeWin.exe to run.
Linux
b. It normally takes 24 to 48 minutes to digest food. Insert the CD-ROM and open the file exeLinux.htm
in class or given as homework.

Interactive resources
to run. For full screen press F11.
Mac
Insert the CD-ROM and open the file exeMac.app to run.
PuBLISHING
2 Cross out the words that are not related to the respiratoryPrimary
system.CLIL Then, use the remaining words
c. Digestion begins in the stomach. for Science and Art
www.richmondelt.com
to complete the sentences. cian magenta amarillo negro
d. The mouth, stomach and small intestine digest food.
Twelve Investigate! pages are designed to provide practice

oxygen liver obtain digestion exhale
e. Faeces leave the body through the blood.
carbon dioxide saliva breathe in diet expel
of the scientific method. a. When we

our body needs.
, we
www.richmondelt.com
the
www.santillana.es
b. When we , we the
3 Complete with the correct parts of the digestive system. our body produces.
490397_cubierta _ 0001-0001.indd 1
3 Write about how to care for your lungs. Use the words in the green box to help you.
helper glands digestive tube

smoking – playing sports – air pollution – healthy – unhealthy
4 four five 5
ii
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Teacher's resources
Teacher's Book Class Audio
The Essential Science Plus Teacher’s The Class Audio includes
lesson plansEssential Essential
CP: 490209
Book offers step-by-step
Class Audio CD 2 Science Plus 6 recordings
Class Audio CD 1 of all the texts
PRIMARY
with full-colour reproductions of the

UNIT TRACKS
Class Audio
The Essential Science Plus Class Audio contains two CDs. from the Student’s Book
UNIT TRACKS
Unit 7 7.1 – 7.8 They include the recordings of all the texts from the Student’s Book,
Class Audio Starter unit 0.1 – 0.2
Student’s Book. Answer keys

Unit 8
Unit 9
8.1 – 8.8
9.1 – 9.8
as well as two additional listening activities per unit.
and two additional listening

Unit 1
Unit 2
1.1 – 1.8
2.1 – 2.8
Unit 10 10.1 – 10.8 Unit 3 3.1 – 3.8
are included in the Teacher’s Book.

Unit 11
Unit 12
11.1 – 11.8
12.1 – 12.8 activities per unit.
Unit 4
Unit 5
4.1 – 4.8
5.1 – 5.8
Unit 6 6.1 – 6.8
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.
Plus 6 PRIMARY Teacher’s Essential

E sse nt i a l S c i e nc e P l u s
Book Science Plus 6 PRIMARY

Teacher's Resource Book
7:51
Te a c h e r’ s B ook
Essential
Student's Audio
The Essential Science Plus

CP: 490213
Teacher’s Essential
Teacher’s Resource Book
Student’s Audio cD
Resource Science Plus 6 PRIMARY

Book
eacher’s
esource
ook
tocopiable worksheets:
Essential
Photocopiable worksheets:
is a spiral bound book of
photocopiable worksheets
inforcement
tension
• Reinforcement
lture
vestigate!
sessment
• Extension
6 • Culture
• Investigate!
• Assessment
PR I M A R Y
with the following sections:

• Reinforcement
acher’s Resource Book
lSO AVAIlABlE
anguage
ompanion 6
Language
Companion 6
Primary CLIL
• Extension
©2
011
Rich
mond
Publishing - Santillana Educ
ació
n, S.L
.
• Culture
• Investigate!
ary CLIL
marillo negro
nguage Companion
eractive resources for
ence and Art
• Assessment
Answer keys are provided.
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24/01/13 10:08
Digital resources
Essential The i-solutions pack consists of four CDs:
i-solutions Essential Science Plus 6 PRIMARY
E sse nt ia l S ci en ce Pl u s i - sol ut i o n s
CP: 490397
PRIMARY Science Plus 6 PRIMARY CD 4

Teacher’s Resources
CD 1 Digital flashcards, Digital posters and Web bank
There are three sections. The Digital flashcard bank provides over 150
CP: 490386
box set
components
the following
Essential images to project onto a whiteboard or to print out. Each image offers
CD 3
i-book the option of listening to the audio and viewing the written word.
Santillana Educación, S. L., 2013 The Digital posters can be printed when required. The Web bank includes
CP: 490408
ities
490386_cubierta _ 0002-0002.indd 2
Essential
24/01/13 09:38
some of the best, free web links for teaching Science, Geography and
6 Science Plus 6 PRIMARY
IWB Activities
History.
PR I M A R Y
CD 2
CD 2 IWB Activities
CP: 490419
490408_cubierta _ 0002-0002.indd 2
Essential
24/01/13 12:29
The Interactive Whiteboard Activities CD contains five interactive activities
CD 1
• Digital Flashcards
• Digital Posters
• Web bank
per unit which can be used to help reinforce the course content in a fun way.
ion
CD 3 i-book
es
CP: 490423
490419_cubierta _ 0002-0002.indd 2 24/01/13 09:36
The i-book contains all the core course material in interactive format:
www.santillana.es Student’s Book, Activity Book, Teacher’s Book and Teacher’s Resource
24/01/13 15:31 Book, as well as the Answer keys to all the components.
CD 4 Teacher’s resources
490423_cubierta _ 0002-0002.indd 2 24/01/13 14:44
This CD contains the PDFs of the Teacher’s Resource Book.
iii
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Student's Book
Opener page and Refresh your memory! P
1
Unit 1
Nutrition REFRESH YOUR MEMORY!

Number and title of
the unit 1.1 Blood is a gift of life. Donating blood is extremely NUTRITION THE DIGESTIVE SYSTEM
A
in
important, because blood transfusions are needed Foods contain nutrients. The main groups Digestion is the process by which…
in many operations. Blood is required in organ of nutrients are… a. our body eliminates the parts of food
Question cards with

transplants, after traffic accidents and in the
s
and vitamins. b. the heart pumps blood around our body.
b. carbohydrates, proteins, fats, minerals
multiple choice
There is no substitute for blood. In Spain, a blood c. the blood carries nutrients and oxygen
and vitamins. to parts of our body.
u
transfusion is needed every two minutes. To become
a blood donor, you must be healthy, 18 years old c. blood, saliva, oils and gastric juices. d. our body breaks down food to absorb
Full-colour or over, and you must weigh at least 50 kilograms.

Thanks to blood donations, many lives are saved
d. milk, calcium, yoghurt and cheese. nutrients.
answers. Students
photographs
every year and many people recover from serious
test a partner’s
illnesses.
designed to capture previous knowledge

the students’ attention in a fun way
and introduce the THE RESPIRATORY SYSTEM
Which parts of the body make up the
respiratory system?
THE EXCRETORY SYSTEM
What is the function of the kidneys?
a. To carry blood back to the heart from
theme of the unit a. The nose, mouth, trachea, lungs

and bronchi.
the rest of the body.
b. To store urine.
b. The heart, lungs, trachea, arteries c. To filter the blood and reabsorb useful
c. The nose, mouth, trachea, lungs d. To filter the blood and reabsorb urine
and kidneys. and other waste substances.
LOOK, READ AND SAY d. The heart, bladder, trachea, lungs
Why is donating blood so important? and bronchi.
Questions to introduce Name three situations where a blood
P
transfusion is needed.
the main theme and

What are the requirements to become
a blood donor?
Do you know anybody who has needed
s
draw on students’
Would you like to be a blood donor one day?
4 five 5 a
previous knowledge
WHAT DO YOU REMEMBER? Test your partner.
490165 _ 0004-0013.indd 4 23/05/13 17:51 490165 _ 0004-0013.indd 5 23/05/13 17:51

s
Information and practice pages S

S
Unit 1

1.2 Nutrition A B
1.4 Digestion is the process of breaking down food into nutrients that our body can use. It normally
Texts recorded on
Nutrition is a combination of processes which supply our
body with the substances and the energy we need to live. The digestive system consists of one long tube, the digestive tube, and the helper glands.
Food is digested in the mouth, stomach and small intestine.
the Student’s and

Digestion. This involves obtaining nutrients from food
for our body to use. Digestion takes place in the Digested food is absorbed into the blood in the small intestine.
digestive system. Digestive system. Respiratory system. Remaining solid food (without excess water) turns into faeces in the large intestine.
the Class Audios High-quality

Respiration. This involves obtaining the oxygen we Faeces leave the body through the anus.
C D
photographs and
Circulation. This involves transporting nutrients, digestive tube
oxygen and waste products throughout the body. Mouth. It contains teeth
Circulation takes place in the circulatory system. helper glands
that break down food.
They produce saliva.
Pharynx.
Oesophagus. It connects
diagrams to illustrate
the contents
1.3 Diet the mouth and the stomach.
A complete balanced diet means eating the right amount of food from each of the food groups. Stomach. It produces
Liver. It releases bile gastric juices.
Key vocabulary
You should drink water regularly. into the small intestine.
is highlighted
Fats provide energy. Oils and butter. pancreatic juice into
in bold Proteins are necessary for growth, and to repair our

body. Meat, fish, eggs, legumes, seeds and nuts.
The digestive system.
waste called faeces. Anus.
It is the opening for faeces.

to function properly. Fruit and vegetables.
Activities
Activities to practise
Carbohydrates provide energy. Cereals, rice.
2 Copy and complete the sentences and write them in order.
The food pyramid. a. Solid waste forms in the . d. Food is broken down with and
the main concepts

Activities c. Faeces are released through the . e. Nutrients are absorbed in the .
and language
3 WORK WITH THE PICTURE. Look at the food pyramid on page 6. With a partner, name
1 Write one sentence in your notebook about each of the four processes involved in nutrition. the food groups and the foods they include. What foods do you eat regularly?
Additional listening 6 six seven 7
activities on the Class 490165 _ 0004-0013.indd 6 23/05/13 17:51 490165 _ 0004-0013.indd 7 23/05/13 17:51
Audio
iv
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Practising competences and Show what you know
Unit 1
Practising competences Show what you know
LEARNING BASIC FIRST AID PROCEDURES 1 Copy and complete the table.
Activities to practise Do you know how to help when somebody is injured? Here are some simple
first aid procedures to follow in different situations.
nutrients
carbohydrates
function present in
interdisciplinary
bacon...
As a general rule, STAY CALM
h
growth and repair
vitamins and minerals fruit...
skills related to the

burn
whole grains
unit theme
Choking
2 Copy the diagram and complete the parts of the digestive system in order.
TwisTed ankle liver
mouth stomach
3 Copy and complete the sentences about the respiratory system.

Revision of content
e a. Air enters the body through the .
b. Then it goes through the
c. The trachea is divided into two
, the and the .
which take the air towards each . and language from
the unit
Cool the burn under cold, d. Inside each lung, bronchi are divided into which end in .
running water for 10 minutes. e. In the air sacs, enters the blood and leaves the blood.
Then, cover it with a plastic
bag. If the burn is serious, ask Firmly slap the patient on the
4 Look at the diagram. A
an adult for help or call back until the object is expelled.
What system is it?
the emergency number, 112. If the object is not expelled
Copy it and label the parts.
and choking continues, ask Apply ice to the ankle. Keep B
an adult for help or call the ankle immobile. Then, ask
the emergency number, 112. an adult for help or call C
the emergency number, 112. D
MAKE A FIRST AID POSTER 5 SPEAKING. Read and discuss with your partner the mistake in each description.
a. A complete balanced diet means eating the same amount of food from each
Activities
a. With a partner, discuss each situation. Have you ever experienced any of these
situations? Did someone give you first aid? Write a short dialogue for one of the food groups.
Practical tasks to of the situations.

b. In small groups, think about other emergency situations. Find out what to do for
b. The stomach, pancreas and liver are helper glands.
practising specific
c. Bronchioles are moist surfaces in the lungs where gas exchange takes place.
these situations: a deep cut, a wasp sting, head concussion.
stimulate curiosity
d. Arteries carry blood back to the heart from all body tissues.
c. Prepare a first aid poster. Draw some emergency situations. Write what to do
in each case. e. When you cut your finger, red blood cells help close the wound.
and practise the

f. Urine is stored in the urethra until it leaves the body.
competences
12 twelve thirteen 13
scientific method 490165 _ 0004-0013.indd 12 23/05/13 17:51 490165 _ 0004-0013.indd 13 23/05/13 17:51
are flagged
Special sections
Show that you can
Show that you can

1 Compare these two balls and answer the questions. 5 In these two electric circuits, the light bulb is on. Is that correct? Explain your answer.
a b
iron ball aluminium ball
density of iron = 7.9 kg/l density of aluminium = 2.7 kg/l
• The two balls have the same volume, but which ball has less mass?
• In which ball is matter more concentrated? Explain your answer.
2 Look at the photographs. Write physical change or chemical change, and specify the type
of change. Then, circle the reversible changes. 6 What will happen in each situation?
a b c d a b
3 Write and draw an example of each of the following energy transformations.

a. chemical energy ➞ kinetic energy
b. chemical energy ➞ thermal energy
c. electrical energy ➞ thermal energy
7 Name one example of each type of machine.
d. light energy ➞ electrical energy
e. mechanical energy ➞ electrical energy a. A simple machine that works with human energy and produces movement.
b. A complex machine that works with human energy and produces movement.
4 Think about the properties of light. What is wrong with these pictures? c. A complex machine that works with fuel and produces movement.
d. A complex machine that works with electricity and produces movement.
a b
8 Copy and complete the sentences.
a. refers to the physical parts of a computer.
b. The is the ‘brain’ of the computer.
c. You use a to access the Internet.
d. A is a small computer without a physical keyboard.
e. Software programs for smartphones and tablets are called .
86 eighty-six eighty-seven 87
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At the end of each term, the Show that you can section provides
a double-page with a variety of activity types for assessment and evaluation.
These activities revise the main content as well as the key language.
Key vocabulary
Six pages of key vocabulary, with simple, clear definitions. The key vocabulary is organized by unit.
490187 _ 0001-0011.indd 5 03/10/13 08:16

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
O
clearly marked sections in the teaching notes:
• Objectives T
• Key language fo
• Presentation
• Activities
• Reinforcement and Extension activities A
la
Each Teacher’s Book unit starts with a double-page programming spread. v
A
th
Unit programming
Q
o
An overview of the content p
objectives, language A visual map providing an in
objectives and assessment List of contents at-a-glance summary of th
criteria for the unit for the unit the unit theme and topics
O
r
e
1 Nutrition Unit outline
Nutrition
Competences
Competence in linguistic
communication A list of the
I
• Describing the digestive process
Nutrition and diet • D

(SB p. 7: 1. Work with the picture)
escribing the circulatory system
competences
students are
(SB p. 9: 2. Read and answer the
questions.)
Unit content The digestive system
• D
escribing the parts of the excretory
Content objectives Contents

system (SB p. 11: 2. Work with the
picture.)
• U
nderstanding written and oral texts
expected to
• To learn about the processes involved in nutrition: the digestive,
respiratory, circulatory and excretory systems
• N
utrition and a balanced diet
• P
rocesses involved in nutrition:
The respiratory system (Class CD, Unit 1)
develop in the
unit, with
• To find out what makes a balanced diet digestion, respiration, circulation
Knowledge and interaction
• To identify the components of blood and their functions and excretion
The circulatory systems with the physical world
• To learn how blood circulation works • C
omponents of blood: plasma,
reference to
platelets and red and white cells • Recognizing the characteristics of the
different systems of the human body
Language objectives • B
lood circulation: the pulmonary
and systemic circuits Blood circulation (SB p. 7-11: The digestive system, The
specific activities
• To name organs involved in nutrition: bronchi, digestive tube, respiratory system, The circulatory
kidneys, pancreas, pharynx, trachea, small/large intestine, system, The excretory system)
stomach, urethra... • S tudying a food pyramid to learn
• To describe the processes of nutrition: collect, excrete, expel, about a balanced diet The excretory system
inhale, move, obtain, pump, transport... • U
sing labelled diagrams Competence in ‘learning
to describe the processes to learn’
Assessment criteria involved in nutrition • Recognizing and dealing with
• C
orrecting factual mistakes simple injuries (SB p. 12: Practising
• Name and describe the processes of digestion, respiration,
in sentences competences)
circulation and excretion
• U
sing a table to organize Investigate! Practising competences • F inding out about different
• Describe a balanced diet
and learn vocabulary Learning basic first emergency situations (SB p. 12:
• Identify the the components of blood and explain their functions How can you change your
pulse rate? aid procedures Make a first aid poster)
• Describe pulmonary and systemic circulation
• S howing interest in learning • D
iscovering how to measure pulse
about how nutrition works rate (SB p. 10: Investigate! )
• A
ppreciating the complexity Show what you know • E valuating one’s own progress
of the human body Nutrients (SB p. 13: Show what you know)
• U
nderstanding that different The digestive system
systems interact to provide The respiratory system
our body with nutritients The excretory system
References
to the Investigate!,
Values education
• Appreciating that healthy systems need healthy lifestyles
Practising
• Reflecting on the the importance of water for our health
Suggested timing for the unit • Learning how to help an injured person
October November December
4A 4B
competences
490187 _ 0012-0023.indd 12-13 16/08/13 12:35
and Show what
you know sections
A calendar to help References to educational

organize the values which students
school year will acquire in the unit
4
V
a
a
vi
490187 _ 0001-0011.indd 6 03/10/13 08:16

Opening page and Refresh your memory!
1 1
1
UNIT Unit 1 UNIT
Nutrition REFRESH YOUR MEMORY!

Objectives Refresh your memory!
The main content objectives

• To introduce the unit topic Use the revision cards to help Ss
• To learn about blood donations 1.1 Blood is a gift of life. Donating blood is extremely NUTRITION THE DIGESTIVE SYSTEM revise their previous knowledge of
important, because blood transfusions are needed Foods contain nutrients. The main groups Digestion is the process by which…
• To activate previous knowledge the unit topics.
for each lesson

in many operations. Blood is required in organ of nutrients are… a. our body eliminates the parts of food
about the human body transplants, after traffic accidents and in the
• Revise the four topics with the class
and vitamins. b. the heart pumps blood around our body. using the suggestions below.
Key language There is no substitute for blood. In Spain, a blood
b. carbohydrates, proteins, fats, minerals c. the blood carries nutrients and oxygen • Ss ask and answer the questions
and vitamins.
• Key vocabulary and structures: transfusion is needed every two minutes. To become to parts of our body. orally in pairs.
a blood donor, you must be healthy, 18 years old c. blood, saliva, oils and gastric juices. d. our body breaks down food to absorb
blood, donation, donor, illness, or over, and you must weigh at least 50 kilograms. d. milk, calcium, yoghurt and cheese. nutrients.
• Check answers as a class.
operation, transfusion, transplant, Thanks to blood donations, many lives are saved
Nutrition
treatment; donate, recover, weigh; every year and many people recover from serious
A summary of the key at least illnesses. • Ask Ss to name the main food

groups and write them on the
board. Ss give some examples for
Presentation
language structures and • Explain that hospitals are always
short of blood for operations.
each food group.
The digestive system
vocabulary Blood donors regularly give a small
amount of their blood. THE RESPIRATORY SYSTEM THE EXCRETORY SYSTEM
• Ss brainstorm the different parts
of the digestive system. Write their
Ask: Do you know anyone who Which parts of the body make up the What is the function of the kidneys? ideas on the board. Then, write all
respiratory system?
gives blood? Who can give blood? a. To carry blood back to the heart from the parts on the board in jumbled
Who can’t give blood? Where can and bronchi.
order. In pairs, Ss put them in order
b. To store urine.
you give blood? Volunteers share b. The heart, lungs, trachea, arteries
(mouth, oesophagus, stomach,
c. To filter the blood and reabsorb useful
An introduction to the unit

their ideas with the class. and bronchi. nutrients.
small intestine, large intenstine,
• Ss read the text and find the c. The nose, mouth, trachea, lungs d. To filter the blood and reabsorb urine anus). Ask volunteers to describe
and kidneys. the function of each part.
answers. LOOK, READ AND SAY
and other waste substances.
theme
d. The heart, bladder, trachea, lungs
and bronchi.
Look, read and say Why is donating blood so important? The respiratory system
• Ss look at the photos on page 4 transfusion is needed.
• Write the following words on the
and describe them. What are the requirements to become board: nose, mouth, arteries,
• Ask: Why do you think the people a blood donor? lungs, trachea, bronchi, kidneys,
are lying down? Why do you think Do you know anybody who has needed bladder, and heart. Ask Ss to copy
the tubes have different coloured the words in their notebooks. In
Questions to stimulate
taps? pairs, Ss circle only the words
4 WHAT DO YOU REMEMBER? Test your partner. five 5 that are involved in the process of
1.1
respiration. Volunteers share their
observation skills, activate • Play Track 1.1. Next, volunteers read

the text. Ss ask and answer the
questions on the page. Ask more
490165 _ 0004-0013.indd 4 23/05/13 17:51 490165 _ 0004-0013.indd 5 23/05/13 17:51 ideas.
The excretory system
prior knowledge and to questions to recycle and practise

vocabulary. Reinforcement Reinforcement
• Ask Ss: What system are the
kidneys part of ? How many
kidneys do we have?
introduce the main theme of

How often are blood transfusions • Ss take it in turns to ask and answer questions about the text and • Divide the class into teams. Say true or false statements about the
needed in Spain? What are some the photos. different systems. The teams take it in turns to answer true or false.
positive results of blood donations? If they are correct, they get one point. If they are wrong, the other team
the unit Extension wins the point.

• Ss choose one of the photographs, draw it and then write a short
description about it in their own words.
Extension
Photos (clockwise from top left): • Ss make a flow chart to show the process of blood transfusion, • Ss draw foods from several different food groups, and swap drawings
people giving blood, a postage from advertising for blood donors to the use of blood in operations. with a partner. They label their partner’s foods and write out the nutrients
stamp advertising blood donations, each food contains.
Optional activities for blood samples in test tubes, a bag

of blood ready for use in a hospital,
red blood cells under a microscope
reinforcement and 4 5
extension 490187 _ 0012-0023.indd 14-15 16/08/13 12:35
Information and practice pages

UNIT 1
Unit 1 UNIT 1
Full-colour reproductions
Objectives
• To identify the four processes
1.2 Nutrition
Nutrition is a combination of processes which supply our
A B
The digestive system consists of one long tube, the digestive tube, and the helper glands.
Objectives
• To identify the parts of the digestive
of the Student’s Book
involved in nutrition
pages
body with the substances and the energy we need to live. system
• To learn about nutrition and Food is digested in the mouth, stomach and small intestine. • To find out how the digestive
a balanced diet for our body to use. Digestion takes place in the Digested food is absorbed into the blood in the small intestine. system breaks down food into
digestive system. Digestive system. Respiratory system. Remaining solid food (without excess water) turns into faeces in the large intestine. nutrients
Key language Respiration. This involves obtaining the oxygen we Faeces leave the body through the anus.
• Vocabulary and structures:
C D Key language
circulation, digestion, excretion, digestive tube
Circulation. This involves transporting nutrients, • Vocabulary and structures: anus,
respiration; circulatory/digestive/ oxygen and waste products throughout the body.
helper glands Mouth. It contains teeth bile, carbon dioxide, digestive
Circulation takes place in the circulatory system. that break down food.
excretory/respiratory system; tube, digestion, faeces, helper/
(balanced) diet, carbohydrates,
fats, fibre, food pyramid, minerals,
They produce saliva.
Pharynx.
Oesophagus. It connects
the mouth and the stomach.
salivary glands, small/large
intestine, liver, oesophagus,
Ideas to introduce the
nutrients, nutrition, oxygen, Diet
topic and motivate

1.3 pancreas, pharynx, stomach,
proteins, vitamins, waste products; A complete balanced diet means eating the right amount of food from each of the food groups.
Liver. It releases bile
Stomach. It produces villi; gastric/intestinal/pancreatic
gastric juices.
eliminate, obtain, supply, transport, You should drink water regularly. into the small intestine. (juices); break down, (be)
students. Fun activities

take place absorbed), (be) digested, release
Presentation Fats provide energy. Oils and butter. pancreatic juice into
Presentation
which students can relate

• Write digestion, respiration, waste called faeces. Anus.
• In pairs, Ss brainstorm what they
Proteins are necessary for growth, and to repair our
circulation and excretion in body. Meat, fish, eggs, legumes, seeds and nuts. It is the opening for faeces. know about the digestive system.
a column on the board. In another The digestive system. Write the words on the board.
to their personal
column, write air, waste, blood to function properly. Fruit and vegetables.
Activities 1.4
and nutrients. Ss match the
columns. • Play Track 1.4. Ss listen and read.
experience
• Ss look at the pictures of the Carbohydrates provide energy. Cereals, rice. • Ss look at the diagram. Ask: Where
systems and say as many body 2 Copy and complete the sentences and write them in order. is digested food absorbed into the
parts as they can remember. The food pyramid. a. Solid waste forms in the . d. Food is broken down with and blood? What takes place in the
large intestine? How long does it
1.2 Activities c. Faeces are released through the . e. Nutrients are absorbed in the .
take to digest food?
• Play Track 1.2. Ss listen and read. 3 WORK WITH THE PICTURE. Look at the food pyramid on page 6. With a partner, name
!, • Ss name the organs in pictures A to
D. Ask: What are the main organs
1 Write one sentence in your notebook about each of the four processes involved in nutrition. the food groups and the foods they include. What foods do you eat regularly?
Activities
1. Work with the picture. Audio tracks are clearly
of the digestive system? Which 6 six seven 7 Look at the diagram.
process eliminates waste?
• Explain that foods contain more
than one type of nutrient, for
490165 _ 0004-0013.indd 6 23/05/13 17:51 490165 _ 0004-0013.indd 7 23/05/13 17:51
• Ss look at the diagram. In pairs,
they describe the process of
signposted
digestion, using the example of
example, sausages contain fat,
eating an apple.
but also protein. Think of more
Reinforcement Reinforcement 2. Copy and complete the sentences
examples as a class.
and write them in order.
• Show pictures of different foods. Ss say what food group each food • Ss work in pairs to draw and label a diagram of the digestive system. • In pairs, Ss take it in turns to
Activities
ns
belongs to, and what nutrients it provides our body with. read a sentence and say one of
1. Write one sentence in your Extension the missing words. Ss write the
notebook about each of the four Extension sentences in their notebooks.
processes involved in nutrition. • In pairs, Ss search the Internet to find more information about a healthy • Ss keep a food diary over a week and record the different foods they eat 3. Work with the picture. Look at
• In pairs, Ss write descriptions of and balanced diet. They create a questionnaire on healthy eating, and every day. They work out how much of the different food types they have the food pyramid on page 6.
parts of each process. Ss take it give it to their friends and family members to complete. Ss present their each day (and then over the week).
• Ss choose one of the sections in
in turns to read their descriptions results to the class. • Then, as a class, they draw a bar chart to show which foods the class the pyramid and name the foods.
and guess the process they belong eats. They place the foods on the X axis and the number of Ss Their partner names the nutrients.
to. on the Y axis.
• Ss complete the activity in their
notebooks.
Activity Book, page 4
6 7
490187 _ 0012-0023.indd 16-17 16/08/13 12:36
Vocabulary is grouped Cross-reference to the A wide variety of optional reinforcement

and presented in Activity Book and extension activities
alphabetical order
vii
490187 _ 0001-0011.indd 7 03/10/13 08:16

Key competences
Key competences are a combination of knowledge, skills and attitudes appropriate to different
1
contexts and situations. They encourage the development of skills rather than the assimilation
of theoretical content: individuals become ‘competent’ when they learn how to solve problems
effectively. Competences develop progressively and are acquired in different learning situations
and institutions. They are interdisciplinary because they integrate knowledge that originates
in different academic disciplines. Essential Science Plus 6 focuses on key competences in the unit
activities. The Practising competences page per unit helps develop skills related to competences.
Key competences in Science
ompetence in
C ocial competence
S
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 ultural and artistic
C
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
nowledge and interaction
K develop this competence.
with the physical world
This competence develops the ability to interact with ompetence in ‘learning
C
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
rocessing information and digital
P learned.
competence
This is the ability to use both traditional and modern utonomy and personal
A
technologies to obtain, process and transmit
initiative
information found in traditional and digital media.
Students learn how to use lists, tables and index 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
490187 _ 0001-0011.indd 8 03/10/13 08:16

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 6 contents.......................................... x
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
490187 _ 0001-0011.indd 9 03/10/13 08:16

Student's Book 6 Contents
UNIT TOPICS PRACTISING COMPETENCES
1 Nutrition • Nutrition and diet

• The digestive system
• The respiratory system
Learning basic first aid procedures
• The circulatory system

• Blood circulation
• The excretory system
4
2 Sensitivity I • The function of sensitivity

• The skin, the tongue and the nose
• The eyes
Being physically active
• The ears
• The locomotor system
• Movement
14
3 Sensitivity II • The nervous system

• Central and peripheral nervous systems
• Voluntary and reflex movements
Testing your reaction time
• The endocrine system

• The endocrine glands
• Internal coordination
24
4 Reproduction • Sexual characteristics

• The female reproductive system
• The male reproductive system
Differentiating between identical
and fraternal twins
• Fertilization
• Pregnancy
• Birth and lactation
34
END OF TERM
5 Matter • General properties of matter

• Specific properties of matter
• Classification of matter by composition
Separating different types of
mixtures
• Physical states of matter

• Physical changes in matter
• Chemical changes in matter
46
6 Energy • Forms of energy

• Properties of energy
• Renewable energy sources
Understanding and interpreting
scientific information
• Non-renewable energy sources

• Energy consumption and saving
• Light
56
490187 _ 0001-0011.indd 10 03/10/13 08:16

UNIT TOPICS PRACTISING COMPETENCES
7 Electricity
and magnetism
• Electrical charges
• Electric currents
• Electric circuits
Building an electric circuit to test
conductivity
• Production and distribution of electricity

• Magnets and electromagnets
• Uses of magnets
66
8 Machines
and technology
• Types of machines
• Uses of machines
• Inside a machine
Managing your time with electronic
devices
• Technological advances
• Computers
• The Internet
76
END OF TERM
9 Landscapes
of Europe
• Plains
• Mountains
• Coasts and islands
Researching the climate and
vegetation of a country
• Rivers and lakes

• European climates
• European vegetation
88
10 The population
and organization
of Europe
• The population of Europe
• The European Union
• Institutions of the European Union
Interpreting population pyramids
• Accomplishments of the European Union

• The territorial organization of Spain
• The political organization of Spain
98
11 Spain in
the Modern
Age
• The discovery of America
• Consequences of the conquest
• The Spanish Empire
Creating a data sheet about
a historical source
• Charles I and Philip II

• The decline of the Spanish Empire
• The War of the Spanish Succession
108
12 Spain from
the 18th century
• Bourbon Spain
• The 19th century
• The 20th century
Analysing a historical painting
• Transition and democracy

• Spain’s modern democracy
• Major events in democracy
118
END OF TERM AND KEY VOCABULARY
xi
490187 _ 0001-0011.indd 11 03/10/13 08:16

1 Nutrition U
Unit content
Content objectives Contents

• To learn about the processes involved in nutrition: the digestive, • Nutrition and a balanced diet
respiratory, circulatory and excretory systems • Processes involved in nutrition:
• To find out what makes a balanced diet digestion, respiration, circulation
• To identify the components of blood and their functions and excretion
• To learn how blood circulation works • Components of blood: plasma,
platelets and red and white cells
Language objectives • Blood circulation: the pulmonary
and systemic circuits
• To name organs involved in nutrition: bronchi, digestive tube,
kidneys, pancreas, pharynx, trachea, small/large intestine,
stomach, urethra... • Studying a food pyramid to learn
• To describe the processes of nutrition: collect, excrete, expel, about a balanced diet
inhale, move, obtain, pump, transport... • Using labelled diagrams
to describe the processes
Assessment criteria involved in nutrition
• Correcting factual mistakes
• Name and describe the processes of digestion, respiration,
in sentences
circulation and excretion
• Using a table to organize
• Describe a balanced diet
and learn vocabulary
• Identify the the components of blood and explain their functions
• Describe pulmonary and systemic circulation
• Showing interest in learning
about how nutrition works
• Appreciating the complexity
of the human body
• Understanding that different
systems interact to provide
our body with nutritients
Suggested timing for the unit

October November December
4A
490187 _ 0012-0023.indd 12 03/10/13 08:11

Unit outline
Competences
Competence in linguistic
Nutrition communication
• Describing the digestive process
(SB p. 7: 1. Work with the picture.)
Nutrition and diet • Describing the circulatory system
(SB p. 9: 2. Read and answer the
questions.)
• Describing the parts of the excretory
system (SB p. 11: 2. Work with the
picture.)
• Understanding written and oral texts
The respiratory system (Class CD, Unit 1)
Knowledge and interaction

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

Competence in ‘learning
to learn’
• Recognizing and dealing with
simple injuries (SB p. 12: Practising
competences)
Investigate! Practising competences • Finding out about different
How can you change your Learning basic first emergency situations (SB p. 12:
pulse rate? aid procedures Make a first aid poster)
• Discovering how to measure pulse
rate (SB p. 10: Investigate! )
Show what you know • Evaluating one’s own progress
Nutrients (SB p. 13: Show what you know)
The respiratory system
Values education
• Appreciating that healthy systems need healthy lifestyles
• Reflecting on the importance of water for our health
• Learning how to help an injured person
4B
490187 _ 0012-0023.indd 13 03/10/13 08:11

1
1
UNIT
Nutrition
Objectives
• To introduce the unit topic
• To learn about blood donations 1.1 Blood is a gift of life. Donating blood is extremely
important, because blood transfusions are needed
• To activate previous knowledge in many operations. Blood is required in organ
about the human body transplants, after traffic accidents and in the
Key language There is no substitute for blood. In Spain, a blood
transfusion is needed every two minutes. To become
• Key vocabulary and structures:
a blood donor, you must be healthy, 18 years old
blood, donation, donor, illness, or over, and you must weigh at least 50 kilograms.
operation, transfusion, transplant, Thanks to blood donations, many lives are saved
treatment; donate, recover, weigh; every year and many people recover from serious
illnesses.
at least
Presentation
• Explain that hospitals are always
short of blood for operations.
Blood donors regularly give a small
amount of their blood.
Ask: Do you know anyone who
gives blood? Who can give blood?
Who can’t give blood? Where can
you give blood? Volunteers share
their ideas with the class.
• Ss read the text and find the
answers. LOOK, READ AND SAY
Look, read and say Why is donating blood so important?
• Ss look at the photos on page 4 transfusion is needed.
and describe them. What are the requirements to become
• Ask: Why do you think the people a blood donor?
are lying down? Why do you think Do you know anybody who has needed
the tubes have different coloured
tops?
4
1.1
• Play Track 1.1. Next, volunteers read 490165 _ 0004-0013.indd 4 23/05/13 17:51 490165 _ 0004-0013.i
the text. Ss ask and answer the

questions on the page. Ask more
questions to recycle and practise
vocabulary. Reinforcement
How often are blood transfusions • Ss take it in turns to ask and answer questions about the text and
needed in Spain? What are some the photos.
positive results of blood donations?
Extension
• Ss choose one of the photographs, draw it and then write a short
description about it in their own words.
Photos (clockwise from top left): • Ss make a flow chart to show the process of blood transfusion,
people giving blood, a postage from advertising for blood donors to the use of blood in operations.
stamp advertising blood donations,
blood samples in test tubes, a bag
of blood ready for use in a hospital,
red blood cells under a microscope
490187 _ 0012-0023.indd 14 03/10/13 08:11

Unit 1 UNIT 1
REFRESH YOUR MEMORY!
Refresh your memory!
Use the revision cards to help Ss
NUTRITION THE DIGESTIVE SYSTEM revise their previous knowledge of
Foods contain nutrients. The main groups Digestion is the process by which… the unit topics.
of nutrients are… a. our body eliminates the parts of food
• Revise the four topics with the class
and vitamins. b. the heart pumps blood around our body. using the suggestions below.
b. carbohydrates, proteins, fats, minerals c. the blood carries nutrients and oxygen • Ss ask and answer the questions
and vitamins. to parts of our body. orally in pairs.
c. blood, saliva, oils and gastric juices. d. our body breaks down food to absorb
d. milk, calcium, yoghurt and cheese. nutrients.
• Check answers as a class.
Nutrition
• Ask Ss to name the main food
groups and write them on the
board. Ss give some examples for
each food group.

• Ss brainstorm the different parts
THE RESPIRATORY SYSTEM THE EXCRETORY SYSTEM of the digestive system. Write their
Which parts of the body make up the What is the function of the kidneys? ideas on the board. Then, write all
respiratory system? a. To carry blood back to the heart from the parts on the board in jumbled
and bronchi.
order. In pairs, Ss put them in order
b. To store urine.
b. The heart, lungs, trachea, arteries
(mouth, oesophagus, stomach,
c. To filter the blood and reabsorb useful
small intestine, large intenstine,
c. The nose, mouth, trachea, lungs d. To filter the blood and reabsorb urine anus). Ask volunteers to describe
and kidneys. and other waste substances. the function of each part.
d. The heart, bladder, trachea, lungs
and bronchi.
• Write the following words on the
board: nose, mouth, arteries,
lungs, trachea, bronchi, kidneys,
bladder, and heart. Ask Ss to copy
the words in their notebooks. In
pairs, Ss circle only the words
WHAT DO YOU REMEMBER? Test your partner. five 5 that are involved in the process of
respiration. Volunteers share their
23/05/13 17:51 490165 _ 0004-0013.indd 5 23/05/13 17:51 ideas.

• Ask Ss: What system are the
Reinforcement kidneys part of ? How many
kidneys do we have?
• Divide the class into teams. Say true or false statements about the
different systems. The teams take it in turns to answer True or False.
If they are correct, they get one point. If they are wrong, the other team
wins the point.
Extension
• Ss draw foods from several different food groups, and swap drawings
with a partner. They label their partner’s foods and write out the nutrients
each food contains.
490187 _ 0012-0023.indd 15 03/10/13 08:11

UNIT 1
Nutrition and diet
Objectives 1.2 Nutrition A B
1.4
• To identify the four processes Nutrition is a combination of processes which supply our
involved in nutrition body with the substances and the energy we need to live.
There are four processes involved in nutrition:
• To learn about nutrition and
a balanced diet for our body to use. Digestion takes place in the
digestive system. Digestive system. Respiratory system.
Key language Respiration. This involves obtaining the oxygen we

C D
• Vocabulary and structures: takes place in the respiratory system.
circulation, digestion, excretion, Circulation. This involves transporting nutrients,
respiration; circulatory/digestive/ oxygen and waste products throughout the body.
Circulation takes place in the circulatory system.
excretory/respiratory system;
balanced diet, carbohydrates, our body. Excretion takes place in the excretory system. Circulatory system. Excretory system.
fats, fibre, food pyramid, minerals,
nutrients, nutrition, oxygen, 1.3 Diet
proteins, vitamins, waste products A complete balanced diet means eating the right amount of food from each of the food groups.
You should drink water regularly.
Presentation
Don't eat too many sweets and animal fats.
• Write digestion, respiration,
circulation and excretion in Fats provide energy. Oils and butter.
a column on the board. In another

Proteins are necessary for growth, and to repair our
column, write air, waste, blood body. Meat, fish, eggs, legumes, seeds and nuts.
and nutrients. Ss match the
columns. to function properly. Fruit and vegetables.
• Ss look at the pictures of the Fibre helps maintain a healthy digestive system.
systems and say as many body Vegetables, whole grains and cereals.
parts as they can remember. Carbohydrates provide energy. Cereals, rice.
1.2 Water is an essential nutrient. It transports

other nutrients and waste around the body. The food pyramid.
• Play Track 1.2. Ss listen and read.

• Ss name the organs in pictures A to Activities
D. Ask: What are the main organs 1 Write one sentence in your notebook about each of the four processes involved in nutrition.
of the digestive system? Which
process eliminates waste?
• Explain that foods contain more 6 six
than one type of nutrient, for
example, sausages contain fat, but 490165 _ 0004-0013.indd 6 23/05/13 17:51 490165 _ 0004-0013.i
also protein.
1.3
• Play Track 1.3. Ss listen and answer Reinforcement

the questions.
• Show pictures of different foods. Ss say what food group each food
belongs to, and what nutrients it provides our body with.
Activities
1. Write one sentence in your Extension
notebook about each of the four
• In pairs, Ss search the Internet to find more information about a healthy
processes involved in nutrition.
and balanced diet. They create a questionnaire on healthy eating, and
• In pairs, Ss write descriptions of give it to their friends and family members to complete. Ss present their
parts of each process. Ss take it results to the class.
in turns to read their descriptions
and guess the process they
belong to.
490187 _ 0012-0023.indd 16 09/10/13 11:39

Unit 1 UNIT 1
Objectives
• To identify the parts of the digestive
The digestive system consists of one long tube, the digestive tube, and the helper glands.
system
The stages of digestion are:
Food is digested in the mouth, stomach and small intestine. • To find out how the digestive
Digested food is absorbed into the blood in the small intestine. system breaks down food into
Remaining solid food (without excess water) turns into faeces in the large intestine. nutrients
Faeces leave the body through the anus.
Key language
digestive tube
• Vocabulary and structures: anus,
helper glands Mouth. It contains teeth bile, carbon dioxide, digestive
that break down food.
tube, digestion, faeces, helper/
Salivary glands.
Pharynx. salivary glands, small/large
They produce saliva. Oesophagus. It connects intestine, liver, oesophagus,
the mouth and the stomach.
pancreas, pharynx, stomach, villi;
Liver. It releases bile
Stomach. It produces gastric/intestinal/pancreatic juices;
gastric juices.
into the small intestine. break down, be absorbed,
with tiny, finger-like
be digested, release
pancreatic juice into
Presentation
waste called faeces. Anus.
• In pairs, Ss brainstorm what they
It is the opening for faeces. know about the digestive system.
The digestive system. Write the words on the board.
Activities 1.4
1 WORK WITH THE PICTURE. Look at the diagram. Describe to your partner what happens • Play Track 1.4. Ss listen and read.
• Ss look at the diagram. Ask: Where
2 Copy and complete the sentences and write them in order. is digested food absorbed into the
a. Solid waste forms in the . d. Food is broken down with and blood? What takes place in the
large intestine? How long does it
c. Faeces are released through the . e. Nutrients are absorbed in the .
take to digest food?
3 WORK WITH THE PICTURE. Look at the food pyramid on page 6. With a partner, name
the food groups and the foods they include. What foods do you eat regularly?
Activities
1. Work with the picture.
seven 7 Look at the diagram.
• Ss look at the diagram. In pairs,
23/05/13 17:51 490165 _ 0004-0013.indd 7 23/05/13 17:51
they describe the process of
digestion, using the example of
eating an apple.
Reinforcement 2. Copy and complete the sentences

and write them in order.
• Ss work in pairs to draw and label a diagram of the digestive system. • In pairs, Ss take it in turns to
read a sentence and say one
Extension of the missing words. Ss write
the sentences in order in their
• Ss keep a food diary over a week and record the different foods they eat notebooks.
every day. They work out how much of the different food types they have 3. Work with the picture. Look at
each day (and then over the week). the food pyramid on page 6.
• Then, as a class, they draw a bar chart to show which foods the class • Ss choose one of the sections in
eats. They place the foods on the X axis and the number of Ss the pyramid and name the foods.
on the Y axis. Their partner names the nutrients.
490187 _ 0012-0023.indd 17 03/10/13 08:11

UNIT 1
Objectives
1.5 Respiration is the process by which we breathe in or inhale, to obtain the oxygen our body 1.6
• To identify the parts of the needs, and we breathe out, or exhale, to expel the carbon dioxide our body produces.
respiratory system Respiration takes place in the respiratory system. It consists of the air passageways
and the lungs.
• To find out how the respiratory
system obtains oxygen
nostrils pharynx
Key language
larynx
• Vocabulary and structures: air air sacs
passageways, air sacs, bronchi, trachea

bronchioles, carbon dioxide, larynx,
lungs, nostrils, oxygen, pharynx, bronchi
respiratory system, trachea; bronchioles
breathe in, breathe out, exhale, lungs
inhale
The respiratory system.
Presentation
When we inhale, air enters through the nostrils, goes to the pharynx, then, travels down
• Ss place their hands on their sides the larynx and the trachea. The trachea is divided into two branches called the bronchi.
and breathe slowly. Volunteers say The bronchi take the air to each lung.
if they are breathing in or breathing Inside the lungs, the bronchi are divided into smaller branches called bronchioles.
The bronchioles lead to the air sacs. Air sacs are moist surfaces in the lungs where gas
out. exchange takes place: oxygen enters the blood and carbon dioxide leaves the blood.
• Ask: When we breathe in, what
route does the air take in our Activities
bodies? Where does gas exchange
take place? 1 WORK WITH THE PICTURE. Look at the diagram. Tell your partner what happens 1.7
when you breathe in and breathe out. Which part of the body is common
1.5 to both the respiratory and the digestive systems?
• Play Track 1.5. Ss listen and read. 2 Use only the words related to the respiratory system to write sentences.
• Ask: What are the bronchioles? bronchioles – small intestine – lungs – bile – nostrils
pancreas – air sacs – stomach – trachea – teeth
What happens in the air sacs?
1. Work with the picture. Look at 3 SPEAKING. Discuss with your partner ways to keep your respiratory system healthy.
the diagram. Example: I think it is healthy for my respiratory system to go for walks in the fresh air.
• In pairs, Ss use the diagram to I think it is bad for the respiratory system to…
explain the breathing process.
• Ss complete the activity.
8 eight
2. Use only the words related to
490165 _ 0004-0013.i
the respiratory system to write 490165 _ 0004-0013.indd 8 23/05/13 17:51
sentences.
• As a class, eliminate the words
not related to the respiratory Reinforcement
process. Ss write sentences in their
notebooks. • Ss play Twenty Questions to review the key vocabulary of the respiratory
system.
3. Speaking. Discuss with your
partner ways to keep your For example: S1: Is it in the neck? S2: Yes. S1: Is it a tube? S2: Yes. S1:
respiratory system healthy. The trachea!
• Give groups of Ss a piece of paper
with one word or phrase on it:
Extension
smoking, exercise, eating a healthy • Ss prepare a leaflet promoting a healthy respiratory system. Ask them to
diet, good hygiene, etc. Ss say find five or more top tips. Ss present their leaflet to the class.
which habits are healthy.
490187 _ 0012-0023.indd 18 03/10/13 08:11

Unit 1 UNIT 1
The circulatory system
1.6 Circulation is the movement of blood through
Objectives
the circulatory system. Blood carries nutrients heart
arteries • To discover how the circulatory
and oxygen to all parts of the body and collects waste
substances to be eliminated. system works
veins
The circulatory system consists of the heart, blood • To learn about how the heart works
and blood vessels.
• To name the blood vessels
The heart
The heart is a special type of muscle. It acts as a pump
Key language
to send blood around the body through the blood
capilliaries
vessels. The heart has four chambers:
arteries, atrium (atria), blood
The right and left atria where blood enters the heart.
The right and left ventricles where blood leaves
vessels, capillaries, chamber,
the heart. The circulatory system and the heart. circulation, circulatory system,
heart, pump, veins, ventricle;
Blood vessels right left throughout
atrium atrium
Blood vessels are tubes which transport blood
throughout the body. There are three types:
Presentation
Arteries. These carry blood away from the heart
towards all body tissues. • Ss look at the diagram. Ask: What
Veins. These carry blood back to the heart from does the circulatory system do? Can
all body tissues. right left you think of any organs associated
Capillaries. These have very thin walls. This allows ventricle ventricle
with the circulatory system?
for nutrients and oxygen to pass into the body cells,
and for carbon dioxide and waste to leave the cells. Cross section of the heart.
1.6
• Ask: What does blood carry? What

Activities
are the four parts of the heart
1.7 1 WORK WITH THE PICTURE. Find the arteries, veins and capillaries on the diagram called? What is the difference
of the heart. Explain to your partner how the heart works. Are the four chambers between an artery and a vein?
in the heart connected?
• Ss look at the cross section of the
2 Read and answer the questions.
heart. Explain: The colours in the
a. Which substances travel through the blood vessels into the body cells?
cross section of the heart represent
b. Which substances travel through the blood vessels away from the body cells?
oxygen content. Oxygen-poor
c. Which part of the circulatory system is responsible for pumping blood?
blood (purple), leaves the heart
d. In which chambers does blood enter the heart? From which chambers does blood exit?
through the right ventricle and
e. Which blood vessels connect the arteries and veins?
enters the lungs, where it receives
oxygen. Oxygen rich-blood (red),
nine 9 leaves the lungs and enters the
heart through the left atrium.
490165 _ 0004-0013.indd 9 23/05/13 17:51
23/05/13 17:51
Activities
1. Work with the picture.
Reinforcement In pairs, Ss follow the arrows on the

diagram of the heart to understand
• In pairs, Ss look at the diagram of the circulatory system. S1 says the how blood circulates. Ss complete the
names of the parts. S2 points to the parts. activity.
1.7
Extension
• If possible, bring in a sheep’s heart to dissect in class. Ss see if they can • Play Track 1.7. Ss look at the
recognize the arteries, veins and capillaries. diagram of the heart. They listen
and check their answers to Activity 1.
2. Read and answer the questions.
• Ss ask and answer the questions
about the circulatory system.
490187 _ 0012-0023.indd 19 03/10/13 08:11

UNIT 1
Blood
Objectives
1.8 The components of blood plasma
1.9
• To learn about the components Blood is a liquid substance in our body that transports
red blood cells
of blood and their functions nutrients, oxygen, carbon dioxide and waste. Blood is
made up of:
• To learn about pulmonary white blood cells
Plasma. This is a clear fluid which transports nutrients platelets
and systemic circulation and waste around the body. Blood composition.
Red blood cells. These carry oxygen from the lungs

Key language to all body cells.
White blood cells. These protect the body from pulmonary
• Vocabulary and structures: red/ germs and disease. circulation
white blood cells, pulmonary/ Platelets. These are fragments of old cells. They help
systemic circuit, plasma, platelets; stop bleeding from wounds.
carry, expel, obtain, transport

Blood circulation
Presentation Blood moves constantly through the circulatory system

through two separate circuits:
systemic
• Ss look at the pictures of red and The pulmonary circuit. This carries blood to the lungs
circulation
to expel carbon dioxide, and to obtain oxygen and blood with
white blood cells. Ask: What are low oxygen
bring it back to the heart.
cells? What are the main parts of blood with
The systemic circuit. This carries blood with nutrients high oxygen
a cell? Are all cells the same? Are and oxygen to the rest of the body and returns blood
people unicellular or multicellular? with carbon dioxide and waste back to the heart. Blood circulation.
1.8

How can you change your pulse rate?
Investigate!
• Ask: What does blood do in our
Your pulse rate, or heart rate, tells you the number of times your heart
body? beats in a minute. You are going to take your pulse in different situations.
• Ss look at the diagram of blood 1 Find your pulse on your wrist. Count the number of beats while
circulation. Ask: Which circuit carries your partner times you for 15 seconds. Multiply this number
by four to calculate the number of beats in a minute.
blood from the heart to the lungs,
in order to obtain oxygen? Which 2 Take your pulse again in the following situations. Then, complete the table.
circuit carries blood with oxygen and after running for after jumping for one
situation sitting standing
nutrients to the rest of the body? one minute minute
pulse rate
Activities 3 Is your pulse rate always the same? When is your pulse rate the slowest/fastest?
1. Investigate! How can you change
your pulse rate?
• Read the text with the class. Take 10 ten
your pulse to demonstrate. In pairs,
490165 _ 0004-0013.indd 10 23/05/13 17:51 490165 _ 0004-0013.i
Ss calculate their pulse rate.
2. Investigate!
• Ss first predict whether their pulse
will be faster or slower in each Reinforcement
situation.
• Write a short text about the components of blood on the board. Several
3. Investigate!
volunteers read it out. Then, rub out the names of the components of
• Ss take their pulse after a variety of blood. Volunteers read out the text, and say the missing words.
activities and at different times of Continue the activity by rubbing out more words until all the text is gone.
the day. Ask a volunteer to ‘read’ the text!
Extension
• Ss research different blood groups on the Internet. They find out what
their blood group is. Ss conduct a survey in class to find out what the
main blood groups are. They draw a bar graph of their results.
Activity Book, page 6 A
10
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Unit 1 UNIT 1
1.9 Excretion is the elimination of waste substances from
Objectives
the blood.
• To study how the excretory system
The excretory system consists of the kidneys, the ureters,
eliminates waste substances
the bladder and the urethra.
The kidneys filter the blood, retain waste substances and use • To learn how water is important
them to produce urine. They also reabsorb useful nutrients for our bodies
and water and put them back into the blood. The ureters carry
urine from the kidneys to the bladder. Urine is stored
in the bladder until it leaves the body through the urethra. Key language
The importance of water
bladder, excretion, excretory
All blood is filtered by the kidneys about 300 times per day.
Our body is about two thirds water, so the kidneys also
system, kidneys, ureters, urethra,
kidneys
help to maintain a water balance by producing more urine; be stored, filter, retain
or less urine, depending on how much water we drink. ureters
Presentation
bladder
• Write these words on the board:
urethra
kidneys, lungs, pancreas, bladder,
urethra, liver, heart and ureters. Ss
The excretory system. identify the four parts of the excretory
system by looking at the diagram.
Activities 1.9
1 Talk to your partner about the diagram of blood circulation on page 10. What are
the two types of circuits? What is the function of each type? • Ask: Where is blood filtered? What
2 WORK WITH THE PICTURE. Look at the diagram above. Describe the excretory does the bladder do? How much
system to your partner. How is urine produced and eliminated? of our body is water?
Why is it important to drink a lot of water?
• Explain that water helps our
3 Correct the mistake in each sentence. Then, write them in order.
body transport nutrients, regulate
a. The urethra carries urine from the kidneys to the bladder.
temperature and eliminate waste.
b. Urine is stored in the ureters.
We lose water through perspiration
c. The kidneys filter the urine.
and respiration, so we need to
d. Urine leaves the body through the bladder.
drink lots of it.
4 Search the Internet for information about how to take care of the excretory
system. Write down healthy and unhealthy habits.
Activities
1. Talk to your partner about the
eleven 11
diagram of blood circulation.
• In pairs, Ss describe the route the
23/05/13 17:51 490165 _ 0004-0013.indd 11 23/05/13 17:51
blood takes around the body:
Blood goes to the lungs to expel
carbon dioxide. Then, …
Reinforcement 2. Work with the picture.
• In pairs, Ss look at the diagram
• Draw the excretory system on the board. Write the parts underneath the
and describe the excretory system.
diagram, but scrambled and out of order. Volunteers unscramble the
words and label the diagram. 3. Correct the mistake in each
sentence.
Extension • Ss complete the activity in their
notebooks.
• In small groups, Ss search the Internet for pictures of the four systems
4. Search the Internet for
covered in the Unit. They use the pictures to make a large class wall
information about how to take
chart. Ss take it in turns to label the pictures. Underneath each picture,
care of the excretory system.
Ss write the main function.
• Ss write habits in two columns:
‘healthy’ and ‘unhealthy’.
11
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UNIT 1 Practising competences
Objectives LEARNING BASIC FIRST AID PROCEDURES
• To practise key competences Do you know how to help when somebody is injured? Here are some simple
first aid procedures to follow in different situations.
arising from the unit
• To apply key concepts
As a general rule, STAY CALM
• To learn basic first aid procedures
burn
Key language
• Vocabulary and structures: burn, Choking
emergency, first aid patient,

procedure; apply (ice), be injured, TwisTed ankle
cool, choke, expel, slap; immobile,
serious; running water, twisted
ankle
Presentation
• Ask: What happens at school
when someone falls and hurts Cool the burn under cold,
themselves? What do you need running water for 10 minutes.
Then, cover it with a plastic
to do? Explain that, when we help bag. If the burn is serious, ask Firmly slap the patient on the
someone who is hurt, before they an adult for help or call back until the object is expelled.
the emergency number, 112. If the object is not expelled
see the school nurse, or a doctor,
and choking continues, ask Apply ice to the ankle. Keep
we call it ’first aid‘. an adult for help or call the ankle immobile. Then, ask
the emergency number, 112. an adult for help or call
Activities the emergency number, 112.
• Volunteers read the text.

MAKE A FIRST AID POSTER
• In pairs, Ss take it in turns to
a. With a partner, discuss each situation. Have you ever experienced any of these
role-play the three situations. situations? Did someone give you first aid? Write a short dialogue for one
S1 acts as the injured person and of the situations.
S2 as the one giving first aid. b. In small groups, think about other emergency situations. Find out what to do for
these situations: a deep cut, a wasp sting, head concussion.
Ss swap roles.
c. Prepare a first aid poster. Draw some emergency situations. Write what to do
• As a class, brainstorm other in each case.
emergency situations and possible

first aid procedures.
12 twelve
• Ss prepare a first aid poster in small
groups, following step c. 490165 _ 0004-0013.indd 12 23/05/13 17:51 490165 _ 0004-0013.i
Reinforcement
• Divide the class into two teams. Describe different injuries. The teams
take it in turns to say how they would provide first aid. A correct answer
gets two points. If the answer isn’t correct, the other team can answer
for a bonus point.
Extension
• Ss search the Internet to find out what to do in different emergency
situations. Use reference books or first aid websites for children. Make
a class first aid book designed for children, including emergency phone
numbers and local health care availability.
12
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Show what you know Unit 1 UNIT 1
1 Copy and complete the table. Objectives
nutrients function present in
• To revise key vocabulary
carbohydrates
and concepts from the unit
bacon...
• To give Ss the opportunity to check
growth and repair
their own progress
vitamins and minerals fruit...
whole grains Key language
• Vocabulary and structures: revision
2 Copy the diagram and complete the parts of the digestive system in order.
of Unit 1
liver
Presentation
mouth stomach
• Ss look back though Unit 1 and
3 Copy and complete the sentences about the respiratory system. revise the vocabulary. Ask: What
a. Air enters the body through the . are the four main systems involved
b. Then it goes through the , the and the . in nutrition? What is the function of
c. The trachea is divided into two which take the air towards each . each system?
d. Inside each lung, bronchi are divided into which end in .
e. In the air sacs, enters the blood and leaves the blood. Activities
4 Look at the diagram. A 1. Copy and complete the table.
What system is it? • Make sets of cards with nutrients,
Copy it and label the parts.
B their function and in what foods
C they are present. In small groups,
D
Ss classify the cards.
• Ss copy and complete the table.
5 SPEAKING. Read and discuss with your partner the mistake in each description. 2. Copy the diagram and complete
a. A complete balanced diet means eating the same amount of food from each the parts of the digestive system
of the food groups. in order.
b. The stomach, pancreas and liver are helper glands.
• Ss refer to the diagram on page
c. Bronchioles are moist surfaces in the lungs where gas exchange takes place.
7 and describe the process of
d. Arteries carry blood back to the heart from all body tissues.
digesting an apple.
e. When you cut your finger, red blood cells help close the wound.
f. Urine is stored in the urethra until it leaves the body.
• Ss copy and complete the diagram.
3. Copy and complete the
thirteen 13 sentences about the respiratory
system.
23/05/13 17:51 490165 _ 0004-0013.indd 13 23/05/13 17:51
• In pairs, Ss review the main parts
of the respiratory system and
answer the questions orally.
4. Look at the diagram. What
Reinforcement
system is it?
• Ss play Hangman with key vocabulary from the unit. • In pairs, Ss identify the system.
They describe the process and
Extension identify the different organs. Ss
• If possible, invite a Red Cross volunteer or a nurse to visit the school. Ss copy and complete the diagram.
prepare questions beforehand. They add any interesting answers to the 5. Speaking. Read and discuss with
class first aid book they have made. your partner the mistake in each
description.
• In pairs, Ss discuss the mistakes
orally. Ss work with another pair
to correct the mistakes.
Activity Book, page 52, Investigate!
13
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Essential

Science Plus 6 PRIMARY

490187 _ 0001-0011.indd 1 03/10/13 08:16

A mosaic of photographs, accompanied by questions,

choice answers. Students work with a partner to revise

concepts from the previous course.

Essential Science Plus 6 PRIMARY

Information and practice pages What are the requirements to become

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

E sse n tial S cie n ce P l u s

Science Plus 6 PRIMARY Science Plus 6 PRIMARY

photographs and illustrations. Students practise the concepts

and language through simple activities.

Student’s Book Activity Book Student’s Audio cD

Esse n tial Sc ie n c e Plu s

UNIT Book TRACKS Science Plus 6 PRIMARY

Teach er’s Book

contains the recordings of all the

presentation texts in the Student’s Book.

Essential Essential 6 PRIMARY

digestive system. i-solutions

Essenti a l Sci ence Plus i - soluti ons

Icons in both the Student's Book and the

Respiration. This involves obtaining the oxygen we

Faeces leave the body through the anus.

need to live, and releasing carbon dioxide. Respiration

Science Plus 6 PRIMARY

Science Plus 6 PRIMARY

Teacher's Book indicate when to use

Circulation. This involves transporting nutrients,

oxygen and waste products throughout the body.

Mouth. It contains teeth

Circulation takes place in the circulatory system.

Excretion. This involves eliminating waste produced in

i-solutions Language Companion

The CD is in MP3 format.

490165 _ 0004-0013.indd 6 23/05/13 17:51 490165 _ 0004-0013.indd 7

Science Plus 6 PRIMARY

CD 2 • Interactive Whiteboard Activities

Nutrition is a combination of processes which supply

The Essential Science Plus Activity Book offers further (esgtiodin)

practice of the concepts introduced in the Student’s Book.

The Language Companion is designed to help CLIL teachers in bilingual

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

travels down the Operating systems:

that take air to the . Language Companion

in class or given as homework.

to complete the sentences. cian magenta amarillo negro

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

Twelve Investigate! pages are designed to provide practice

carbon dioxide saliva breathe in diet expel

of the scientific method. a. When we

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with full-colour reproductions of the

Student’s Book. Answer keys

and two additional listening

are included in the Teacher’s Book.

Cross-references indicate when to use the The additional listening

Plus 6 PRIMARY Teacher’s Essential

Book Science Plus 6 PRIMARY

The Essential Science Plus

Resource Science Plus 6 PRIMARY

with the following sections: